Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

Jackson, Kara; Garrison, Anne; Wilson, Jonee; Gibbons, Lynsey K.; Shahan, Emily

doi:10.5951/jresematheduc.44.4.0646

Cited by 128 publications

(85 citation statements)

References 31 publications

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“…Guidelines to help teachers launch a problem without compromising the cognitive demands of the tasks stress the importance of teachers' decision making around launching a problem (Jackson et al 2012(Jackson et al , 2013. The manner in which teachers set up a problem can reduce the opportunities for high-level mathematical reasoning (Henningsen and Stein 1997).…”

Section: Resultsmentioning

confidence: 99%

“…Problem-based instruction refers to the teaching activity in which a teacher assigns a problem as an opportunity for students to learn a concept that has not yet been formally introduced in class (Chazan 2000;Herbst 2006;Lampert 2001). How a teacher sets up or launches a task can significantly affect the level of cognitive demand placed upon the students' thinking and the subsequent teaching actions during task implementation (Jackson et al 2013;Henningsen and Stein 1997;Stein et al 1996). 1 In the current study, we ask What are prospective (PST) and in-service (IST) teachers' perspectives about launching a problem?…”

Section: Teachers' Perspectives About Launching a Problemmentioning

confidence: 99%

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Prospective and in-service teachers’ perspectives about launching a problem

González

Eli

2015

J Math Teacher Educ

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Launching a problem is critical in a problem-based lesson. We investigated teachers' perspectives on the use of a problem that was analogous to the one provided during a launch. Our goal was to identify teachers' underlying assumptions regarding what should constitute a launch as elements of the practical rationality of mathematics teaching. We analyzed data from four focus groups that consisted of prospective (PST) and in-service (IST) teachers who viewed animated vignettes of classroom instruction. We applied Toulmin's scheme to model the arguments that were evident in the transcriptions of the discussions. We identified nine claims and 13 justifications for those claims, the majority of which were offered by the ISTs. ISTs' assumptions focused on reviewing, providing hints, and not confusing students, whereas PSTs' assumptions focused on motivation and student engagement. Overall, the assumptions were contradictory and supported different strategies. The assumptions also illustrated different stances regarding how to consider students' prior knowledge during a launch. We identified a tension between ensuring that students could begin a problem by relying on the launch and allowing them to struggle with the problem by limiting the information provided in the launch. This study has implications for teacher education because it identifies how teachers' underlying assumptions may affect their decisions to enable students to engage in productive struggle and exercise conceptual agency.

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Section: Resultsmentioning

confidence: 99%

Section: Teachers' Perspectives About Launching a Problemmentioning

confidence: 99%

Prospective and in-service teachers’ perspectives about launching a problem

González

Eli

2015

J Math Teacher Educ

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“…Various authors have studied the broader topic of opportunities to learn (see, for instance, [4,11,12]). In particular, we consider opportunities to learn mathematics as relationships between contents of mathematical knowledge, which are liable to be procedural and conceptual, together with actions that potentially contribute to facilitate the students' learning.…”

Section: Previous Concepts and Goalmentioning

confidence: 99%

“…Based on the relation of the quality of teaching and the generation of opportunities to learn, we base our study on a tool, the Instructional Quality Assessment (IQA), which combines ten rubrics that take into account the academic rigor and the accountable talk of a classroom discussion [2,3,11].…”

Section: Introductionmentioning

confidence: 99%

A tentative fuzzy assessment of the quality of teaching and opportunities to learn mathematics in a classroom discussion

García-Honrado

Ferrer²,

Blanco-Fernández

2015

Proceedings of the 2015 Conference of the International Fuzzy Systems Association and the European Society for Fuzzy Logic and

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We study classroom discussions to obtain a fuzzy summary of the quality of teaching and opportunities to learn mathematics created in whole-class settings. We consider the ten rubrics of the Instructional Quality Assessment and make a fuzzy interpretation of this tool. We selected two problems of proportionality and collected data from forty-nine students. We make a statistical analysis of their written responses to the tool and consider their perceptions and feelings about the lesson. This analysis provided information about what rubrics are considered relevant to compute the fuzzy summary.

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“…Not only do these studies indicate the need for secondary students to read mathematical texts differently than other content area texts, but they also point to the need for teachers to scaffold reading instruction and to support students when they are reading mathematical texts. This instructional imperative would seem to be particularly important for socially and culturally diverse learners who may not be familiar with problem contexts that are more typical of mainstream student experiences (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013) or who may be more accustomed to different problem solving practices (Hoffert, 2009). Additionally, learning "the language of math" may be akin to learning an additional language in and of itself (Barbu & Beal, 2010;Kersaint, Thompson, & Petkova, 2009;Moschkovich, 2010;Wright & Li, 2008).…”

Section: Introductionmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

Cited by 128 publications

References 31 publications

Prospective and in-service teachers’ perspectives about launching a problem

Prospective and in-service teachers’ perspectives about launching a problem

A tentative fuzzy assessment of the quality of teaching and opportunities to learn mathematics in a classroom discussion

Improving Reading Comprehension of Middle and High School Students

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