Maintaining the Mathematical Focus of Whole-Class Discussions: Dilemmas and Instructional Decisions
As teachers shift their practice from traditional student-to-teacher interaction patterns to collaborative discussions around rich mathematics, they often encounter instructional challenges. One such challenge is deciding when to pursue interesting and productive ideas that run contrary to the parti...
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| Veröffentlicht in: | North American Chapter of the International Group for the Psychology of Mathematics Education 2019 |
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| container_title | North American Chapter of the International Group for the Psychology of Mathematics Education |
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| creator | Gilbertson, Nicholas J |
| description | As teachers shift their practice from traditional student-to-teacher interaction patterns to collaborative discussions around rich mathematics, they often encounter instructional challenges. One such challenge is deciding when to pursue interesting and productive ideas that run contrary to the particular mathematical goal of the lesson. In this research summary, I report results from a study involving one experienced teacher's instructional decisions and how she maintained attention to the lesson-specific content goal given possible alternative pathways. [For the complete proceedings, see ED606556.] |
| format | Report |
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| ispartof | North American Chapter of the International Group for the Psychology of Mathematics Education, 2019 |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Attention Control Classroom Techniques Common Core State Standards Decision Making Discussion (Teaching Technique) Educational Objectives Experienced Teachers Facilitators (Individuals) Grade 7 Instructional Effectiveness Mathematics Instruction Middle School Mathematics Middle School Teachers |
| title | Maintaining the Mathematical Focus of Whole-Class Discussions: Dilemmas and Instructional Decisions |
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