Maintaining the Mathematical Focus of Whole-Class Discussions: Dilemmas and Instructional Decisions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/in	Gilbertson, Nicholas J.
Titel	Maintaining the Mathematical Focus of Whole-Class Discussions: Dilemmas and Instructional Decisions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Instructional Effectiveness; Discussion (Teaching Technique); Decision Making; Classroom Techniques; Experienced Teachers; Attention Control; Middle School Teachers; Grade 7; Educational Objectives; Common Core State Standards; Middle School Mathematics; Facilitators (Individuals) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Klassenführung; Aufmerksamkeitstest; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Educational objective; Bildungsziel; Erziehungsziel; Common core curriculum; Curriculum; Kerncurriculum
Abstract	As teachers shift their practice from traditional student-to-teacher interaction patterns to collaborative discussions around rich mathematics, they often encounter instructional challenges. One such challenge is deciding when to pursue interesting and productive ideas that run contrary to the particular mathematical goal of the lesson. In this research summary, I report results from a study involving one experienced teacher's instructional decisions and how she maintained attention to the lesson-specific content goal given possible alternative pathways. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01