Teacher Follow-Up: Communicating High Expectations to Wrestle with the Mathematics.
Teacher Follow-Up: Communicating High Expectations to Wrestle with the Mathematics.
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教师跟进：传达对数学的高期望。
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
N. Webb
中科院分区：
文献类型：
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作者：
M. Franke;Angela C. Turrou;N. Webb
对六个小学数学教室(学生成绩不同)的深入分析捕捉到了学生和教师的互动，并记录了教师后续行动在为低收入有色人种学生创造从事代数推理的机会方面的关键作用。本文详细介绍了教师的努力，因为他们与现有的学校做法相反，找到了支持学生围绕解释参与的方法。通过研究不同课堂上教师跟踪的差异，揭示了一位成绩优异的课堂教师对跟踪的使用是如何传达了对学生数学作业的一系列高期望，并支持他们高效地与数学搏斗。通过多项研究，认知指导教学(CGI)研究记录了教师对学生思维的了解与学生数学成绩之间的关系。我们发现，教师在学生提出问题时利用他们对学生数学思维的知识，鼓励使用一系列策略，并支持学生分享他们的想法。我们也有证据表明教师参与这些练习的方式是不同的，我们感兴趣的是这种不同与学生成绩的关系。我们相信，在学生结果的背景下更多地了解教师课堂实践的细节，有助于阐述Hiebert和Grouws(2007)关于允许学生与数学“摔跤”的论点，并解决我们对为边缘化学生提供的各种机会的担忧。
In-depth analyses of six elementary mathematics classrooms (with varying student achievement) captured student and teacher interactions and documented the critical role of teacher follow-up in shaping opportunities for low-income students of color to engage in algebraic reasoning. This paper details the efforts of teachers as they, contrary to existing school practices, found ways to support student engagement around explanations. Examining the variation in teacher follow-up that existed across classrooms illuminated how one high-achieving classroom teacher’s use of follow-up communicated a set of high expectations around mathematical work for students and supported them to wrestle productively with the mathematics. Across a number of studies, Cognitively Guided Instruction (CGI) research documents the relationship between teachers’ knowledge of student thinking and student mathematical achievement. We have found that teachers draw upon their knowledge of students’ mathematical thinking as they pose problems, encourage the use of a range of strategies, and support students to share their ideas. We also have evidence of variability in the ways teachers engage in these practices, and we are interested in how that variability relates to student outcomes. We believe that knowing more about the details of teachers’ classroom practice within the context of student outcomes can help both to elaborate Hiebert and Grouws’ (2007) argument for allowing students to “wrestle” with the mathematics and to address our concern of the kinds of opportunities provided for marginalized students.