Detailing Relational Interactions in Urban Elementary Mathematics Classrooms

Autor/inn/en	Battey, Dan; Neal, Rebecca A.
Titel	Detailing Relational Interactions in Urban Elementary Mathematics Classrooms
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 1, S.23-42 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Interaction; Elementary School Mathematics; Mathematics Instruction; Urban Schools; Urban Youth; Elementary School Students; African American Students; Hispanic American Students; Urban Education; Teaching Methods; Teacher Student Relationship; Mixed Methods Research; Grade 4; Grade 5; Elementary School Teachers; Mathematics Teachers; Problem Solving; Mathematics Skills; Observation + Suchen Sie Ihr Suchwort? Interaktion; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Stadtteilbezogenes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Beobachtung
Abstract	The lack of quality of instruction in urban mathematics classrooms in the United States has received much attention in the scholarly literature. Other classroom mechanisms such as relational interactions, however, have not received much attention of mathematics education researchers. Relational interactions go above and beyond content instruction to pass on messages about who is mathematically able, whose mathematical contributions are valid, and whose cultural practices are legitimised. Examining lessons across seven classrooms, this exploratory study documented five dimensions of relational interactions: addressing behaviour, framing mathematics ability, acknowledging student contributions, attending to language and culture, and setting the emotional tone. The frequency of the interactions differed significantly across the classrooms, as did the quality. Addressing behaviour and acknowledging student contributions were commonly occurring dimensions though the first skewed negative and the latter positive. The article details the varied ways in which the seven teachers interacted with their African American and Latino students during mathematics instruction. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01