Centering Children in Mathematics Education Classroom Research

Autor/in	Parks, Amy Noelle
Titel	Centering Children in Mathematics Education Classroom Research
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1443-1484 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219873853
Schlagwörter	Early Childhood Education; Preschool Education; Kindergarten; Grade 1; Student Experience; Mathematics Instruction; Teacher Student Relationship; Interaction; Rural Schools; Peer Relationship; Context Effect; Racial Bias; Gender Bias; Minority Group Students; African American Students; Student Participation; Identification (Psychology); Learning Activities; Teaching Methods; Classroom Environment + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Studienerfahrung; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Peer-Beziehungen; Racial discrimination; Rassismus; Geschlechterstereotyp; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima
Abstract	Drawing on a 3-year interpretive study that followed a cohort of children from prekindergarten to Grade 1, this article presents results of a multiple case study, which demonstrated that although two children had the same teachers, classmates, and curricula over 3 years, their experiences in the three successive mathematics classrooms were quite different from each other (although consistent for each child). The two focal children did not have equitable access to their teachers' pedagogical moves, and this lack of access was easy to overlook in transcripts of whole-class discussions. The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01