Classroom Supports for Generalizing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Ellis, Amy; Ying, Yufeng; Wawsa, Anne; Moore, Kevin; Hamilton, Michael; Tasova, Halil I.; Çelik, Aytug Özaltun
Titel	Classroom Supports for Generalizing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Generalization; Teaching Methods; Mathematics Instruction; Instructional Effectiveness; Learner Engagement; Classroom Communication; Algebra; Thinking Skills; Middle School Students; High School Students; Mathematics Teachers; Video Technology; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Klassengespräch; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Generalization is a critical component of mathematics learning, but it can be challenging to foster generalization in classroom settings. Teachers need access to better tools and resources to teach for generalization, including an understanding of what tasks and pedagogical moves are most effective. This study identifies the types of instruction, student engagement, and enacted tasks that support generalizing in the classroom. We identified three categories of Classroom Supports for Generalizing (CSGs): Interactional Moves, Structuring Actions, and Instructional Routines. The three categories operate at different levels to show how teachers, students, tasks, and artifacts work in interaction to mutually support classroom generalizing. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01