What Can the Realization Tree Assessment Tool Reveal about Explorative Classroom Discussions?

Autor/inn/en	Weingarden, Merav; Heyd-Metzuyanim, Einat
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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