Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Berry, Ruth A. Wiebe; Kim, Namsook

doi:10.3200/joer.101.6.363-378

Cited by 26 publications

(7 citation statements)

References 67 publications

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“…Without doubt, the ubiquity of the IRF format is well established. For instance, in their analysis of mathematics lessons, Berry and Kim (2008) found that teacher talk was 'chiefly recitational' (323), with the two main types of question, eliciting and incremental, both closed and leading. Such questions impose tight control over student participation, a finding endorsed through Bleicher, Tobin, and McRobbie's (2003) analysis of talk during a chemistry class.…”

Section: Prevalence Of Irf Patternmentioning

confidence: 99%

Dialogic practices in primary school classrooms

Vrikki

Wheatley

Howe

et al. 2018

Language and Education

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Research into classroom dialogue suggests that certain forms are especially productive for students' learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of 'dialogic moves' and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.

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Section: Prevalence Of Irf Patternmentioning

confidence: 99%

Dialogic practices in primary school classrooms

Vrikki

Wheatley

Howe

et al. 2018

Language and Education

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“…Current reform in mathematics education calls for reasoning and communication, and today’s inclusive classrooms promote discourse-oriented instructional approach (Baxter, Woodward, Voorhies, & Wong, 2002). The good news is that students with learning disabilities or difficulties have demonstrated success with thinking behaviors such as asking questions, disagreeing, explaining, suggesting solutions (Berry & Kim, 2008), and reasoning with critical thinking (Xin, Liu, Jones, Tzur, & Si, in press).…”

mentioning

confidence: 99%

An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

Xin

Tzur

Hord

et al. 2016

Learning Disability Quarterly

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About 5% to 10% of school-age children have been identified as having mathematics disabilities (Fuchs, Fuchs, & Hollenbeck, 2007), and students whose math performance was ranked at or below the 20th to 35th percentile are often considered at risk for learning disabilities or for having learning difficulties in mathematics (LDM; Bryant et al., 2011; Fuchs et al., 2007). Students with LDM lag behind their peers beginning in early elementary school and continue to fall further behind as they transition from elementary to secondary school. According to National Assessment of Educational Progress (NAEP; 2015) mathematics assessment data, during the past 10 years, score gains were seen at Grades 4 and 8 for higher performing students at the 75th and 90th percentiles, but there were no significant changes over the same period for lower performing students. For instance, according to fourth-grade NAEP mathematic achievement data, the percentage of students without disabilities who performed below the basic level significantly decreased from 17% in 2005 to 14% in 2015. However, this improvement trend is absent for students with disabilities. In fact, the percentage of students with disabilities who performed below the basic level slightly increased from 43% in 2005 to 45% in 2015. It seems that the gap between students with disabilities and their same-age peers has become wider and certainly does not seem to be closing. In conjunction with this lack of growth in mathematics learning among students with disabilities, expectations for all students, including those with LDM, have been elevated in today's educational climate. In particular, the Common Core State Standards for Mathematics (CCSSM; Common Core State Standards Initiative [CCSSI], 2012) emphasize conceptual understanding of ideas and the connections between mathematical ideas. The CCSSM also emphasizes that students "model with mathematics." In particular, the Common Core emphasizes higher order thinking and reasoning as well as algebra readiness throughout elementary mathematics. The challenge of meeting the expectations of the Common Core Standards is compounded by the shortage of teachers certified to teach mathematics (Hutchison, 2012) and more so, the shortage of special education teachers that is "severe, chronic, and pervasive" and presents threats to the quality of educational services provided to these students (Billingsley & McLeskey, 2004, p. 2). As such, there is a need to explore potential intervention support that addresses the new emphasis of the Common Core to facilitate all students' access to higher order thinking and meeting the standards.

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“…Flevares and Perry, 2001). Practicing teachers seem to employ various mathematical talk moves or communication strategies, such as, among others, questions and dialogue to check for student understanding (Wiebe Berry and Kim, 2008), intentional pauses (Cohrssen et al, 2014) and listening (Fleener et al, 2004), encouraging and using appropriate mathematical terms (Cooke and Buchholz, 2005; Rudd et al, 2008), and eliciting students’ mathematical thinking and justifications (Björklund and Pramling-Samuelsson, 2013; Tatsis et al, 2008; Warren and Cooper, 2005). These may be accounted for within the developmental trajectory of building a Math-Talk Learning Community, as developed by Hufferd-Ackles et al (2004).…”

Section: Resultsmentioning

confidence: 99%

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Linder

Simpson

2017

Contemporary Issues in Early Childhood

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This article presents the results of a literature review spanning 15 years (2000–2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers’ practice.

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Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Cited by 26 publications

References 67 publications

Dialogic practices in primary school classrooms

Dialogic practices in primary school classrooms

An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

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