Literaturnachweis - Detailanzeige
Autor/inn/en | Weingarden, Merav; Heyd-Metzuyanim, Einat |
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Titel | What Can the Realization Tree Assessment Tool Reveal about Explorative Classroom Discussions? |
Quelle | In: Journal for Research in Mathematics Education, 54 (2023) 2, S.97-117 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-8251 |
Schlagwörter | Mathematics Instruction; Classroom Communication; Algebra; Task Analysis; Evaluation Methods; Correlation; Track System (Education); Teaching Experience; Instructional Program Divisions; Video Technology; Discourse Analysis; Group Discussion; Educational Change; Teaching Methods; Sociocultural Patterns; Learning Theories; Foreign Countries; Middle School Teachers; Geometric Concepts; Faculty Development; Middle School Students; Lesson Plans; Databases; Israel Mathematics lessons; Mathematikunterricht; Klassengespräch; Aufgabenanalyse; Korrelation; Leistungsgruppe; Leistungsdifferenzierung; Diskursanalyse; Gruppendiskussion; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning theory; Lerntheorie; Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementare Geometrie; Student; Students; Schüler; Schülerin; Lesson planning; Unterrichtsplanung; Datenbank |
Abstract | One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion, depicting the realizations of the mathematical object manifested during the discussion and the narratives that articulate the links between these realizations. We applied the tool to 34 classroom discussions about a growing-pattern algebraic task and, through cluster analysis, found three types of whole-class discussion. Associations with classroom-level variables (track, but not grade level or teacher seniority) were also found. Implications with respect to applications and usefulness of the tool are discussed. (As Provided). |
Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |