Literaturnachweis - Detailanzeige
Autor/inn/en | Gallagher, Melissa A.; Parsons, Seth A.; Vaughn, Margaret |
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Titel | Adaptive Teaching in Mathematics: A Review of the Literature |
Quelle | In: Educational Review, 74 (2022) 2, S.298-320 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Gallagher, Melissa A.) ORCID (Parsons, Seth A.) ORCID (Vaughn, Margaret) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1911 |
DOI | 10.1080/00131911.2020.1722065 |
Schlagwörter | Teaching Methods; Research Reports; Mathematics Instruction; Metacognition; Teacher Student Relationship; Learning Processes; Classroom Communication; Classroom Techniques; Student Needs; Teacher Role; Reflective Teaching; Elementary Secondary Education Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Klassengespräch; Klassenführung; Lehrerrolle |
Abstract | Supporting students' mathematical proficiency requires teachers to continuously adapt their instruction in response to their students' instructional needs. To explore what it means to be an adaptive teacher, we conducted a literature review spanning from 1975-2014 of adaptive teaching in mathematics. Using 24 search terms in three databases, we identified 19 articles that met our inclusion criteria. Findings reiterated findings of a previous literature review regarding the importance of: (a) a stimulus, or something to which the teacher must attend; (b) teacher metacognition and reflection, or interpretation and analysis; and (c) teacher action, or response. Additional findings highlighted the importance in mathematics education research to look closely at: (a) how curricula can serve as stimuli aiding adaptive teaching practices; (b) the idea that the teacher reflects directly on the student stimuli, the learning trajectory, or her own actions; and (c) additional teacher responses, including orchestrating classroom discourse, modifying curricular materials, or selecting teaching aids. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |