Low- and High-Achieving Sixth-Grade Students' Access to Participation during Mathematics Discourse

Autor/inn/en	Lack, Brian; Swars, Susan Lee; Meyers, Barbara
Titel	Low- and High-Achieving Sixth-Grade Students' Access to Participation during Mathematics Discourse
Quelle	In: Elementary School Journal, 115 (2014) 1, S.97-123 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/676947
Schlagwörter	Student Participation; Grade 6; Low Achievement; High Achievement; Problem Solving; Mathematics Instruction; Observation; Interviews; Coding; Mathematical Logic; Peer Relationship; Teacher Student Relationship; Interaction; Inquiry; Video Technology; Classroom Environment; Reflection; Teacher Role; Middle School Students; Difficulty Level; Cognitive Processes; Cooperative Learning; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 06; 6. Schuljahr; Schuljahr 06; Unterdurchschnittliche Leistung; Problemlösen; Mathematics lessons; Mathematikunterricht; Beobachtung; Interviewing; Interviewtechnik; Codierung; Programmierung; Mathematical logics; Mathematische Logik; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Lehrerrolle; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Kooperatives Lernen
Abstract	A descriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding process that yielded the within-case themes of use of space, meaning-making, and peer and teacher interactions. This student-focused inquiry addressed a methodological gap in the extant empirical literature by employing video-recording as a means of eliciting student awareness and reflection, which notably revealed differences in participation between the two low-achieving students. When considering implications, the results illuminate needed additional classroom norms, issues related to relative differences in students' abilities in heterogeneous groups, benefits of using video-recording as a means of promoting student reflection, and the important role of the teacher in maintaining equitable participation. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10