A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics

Autor/inn/en	Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q.
Titel	A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics
Quelle	In: Journal of Mathematics Education at Teachers College, 8 (2017) 1, S.7-18 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Mathematics Instruction; Vignettes; Models; Knowledge Base for Teaching; Teaching Methods; Educational Opportunities; Fractions; Mathematical Concepts; Grade 3; Grade 4; Elementary School Teachers; Elementary School Students; Elementary School Mathematics; Video Technology; Mixed Methods Research; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analogiemodell; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Bruchrechnung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik
Abstract	We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the presentation of two teaching vignettes, we highlight key features of mathematics instruction that seem to differentiate students' OTL. These features are nested under four key dimensions in our OTL framework: "the teacher's mathematical knowledge for teaching" ("MKT"), how "time" is utilized in the lesson, the mathematical "tasks" implemented with students, and the nature of the mathematical "talk" in which students engage. We discuss implications for the use of the framework as well as its shortcomings. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01