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Full-Text Articles in Education
Dialogic Discourse In Linguistically Diverse Elementary Mathematics Classes: Lessons Learned From Dual Language Classrooms, Mary Truxaw
NERA Conference Proceedings 2015
This research investigated discourse in linguistically diverse elementary mathematics classrooms on a continuum from univocal (transmitting meaning) to dialogic (dialogue to construct meaning). Although analysis revealed predominantly univocal discourse in these classrooms, it also uncovered verbal moves and promising practices for supporting English learners with dialogic discourse and mathematical understanding.
Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
CRME Publications
Justification is an important disciplinary and learning practice. Despite a growing knowledge base regarding how teachers orchestrate mathematical discussions, few analyses have considered the orchestration of specific disciplinary practices such as justification. Using classroom video data from the JAGUAR project, we analyze two instantiations of extensive student justification in seventh-grade classrooms and document each teacher’s pedagogical approach that supported students’ engagement in this practice. We argue that, although there was overlap in their pedagogical repertoires, the teachers created a context for student justification in two unique ways. We document the similarities and differences in their approaches, including the nature of …
Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine
Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine
NERA Conference Proceedings 2013
National emphasis on STEM education highlights the need to reduce mathematics anxiety and increase confidence for teaching mathematics among elementary level teachers. Most elementary school teachers are female, and are responsible for introducing foundational mathematics concepts and attitudes to developing minds. Female teachers’ higher levels of mathematics anxiety (when compared with male teachers) have detrimental effects on student learning. In this study, pre-service elementary teachers enrolled in mathematics education courses increased their confidence for teaching mathematics and reduced their mathematics anxiety. At the beginning of the course, males were more confident than were females. At the conclusion of the course, …
Characteristics Of The Questioning Techniques Used By Effective Elementary Teachers During Mathematics And Language Arts Lessons, Rochelle Goldberg Kaplan, Geraldine Mongillog, Dorothy Feola
Characteristics Of The Questioning Techniques Used By Effective Elementary Teachers During Mathematics And Language Arts Lessons, Rochelle Goldberg Kaplan, Geraldine Mongillog, Dorothy Feola
NERA Conference Proceedings 2012
This presentation examined the questioning techniques used by two effective second grade New Jersey teachers, one during a mathematics lesson and the other during a language arts lesson. The mathematics lesson took place in an urban bilingual school and the language arts lesson took place in a monolingual suburban school. The extent to which the teachers used similar or different questioning techniques across the subject areas and school communities was examined. The presentation shares results of the analyses of the videotaped lessons and suggests a framework for describing key factors contributing to the teachers’ effectiveness.