Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions

Autor/in	Polly, Drew
Titel	Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions
Quelle	In: Research in the Schools, 23 (2016) 2, S.61-71 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Elementary School Mathematics; Mathematics Achievement; High Stakes Tests; Academic Achievement; Qualitative Research; Statistical Analysis; Mathematics Activities; Mathematical Concepts; Thinking Skills; Mathematics Instruction; Questioning Techniques; Self Contained Classrooms; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Participant Observation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Qualitative Forschung; Statistische Analyse; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Befragungstechnik; Fragetechnik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teilnehmende Beobachtung
Abstract	Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school teachers' enactment of mathematical tasks and questions. The author conducted 21 to 30 observations in each classroom during lessons over the course of 1 year. Data were analyzed for each quarter (9-week period) of the school year by examining the types of tasks and questions posed. In order to examine potential relationships among participants, tasks, and questions, chi-square tests for independence were conducted. Findings indicated that each teacher implemented different types of tasks and questions from the other teachers in the school. Further, findings revealed an increase in the percentage of high-level tasks and questions posed in the first 3 quarters of the school year, but all teachers posed lowlevel tasks in the final quarter of the year. Implications for future research include examining the influence of mathematical tasks on student learning and determining ways to support teachers' use of high-level mathematical tasks during the end of the year while preparing for high stakes tests. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01