Relating Performance on Written Assessments to Features of Mathematics Discussion
Relating Performance on Written Assessments to Features of Mathematics Discussion
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DOI：
10.1007/s10763-019-10029-w
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发表时间：
2020-10-01
影响因子：
2.2
通讯作者：
Bayley, Robert
中科院分区：
文献类型：
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作者：
Banes, Leslie C.;Restani, Rachel M.;Bayley, Robert
许多研究者已经阐明了数学课堂讨论的多面性，但很少有人论证讨论对学生评价成绩的影响。我们开发并采用了一种讨论观察工具，在20个三年级和四年级的教室在经济上处于不利地位，语言多样的学区，并使用分层线性模型（HLM），以确定是否类间变化的单词问题测试成绩可以解释的课堂讨论的水平。结果表明，整体课堂讨论成绩，以及两个具体的讨论功能，各种方法和发言的机会，显着相关的测试性能。这些结果表明，课堂教学，包括高层次的数学讨论可能会提高学生的成绩的书面措施的表现。
Many researchers have illustrated the multi-faceted nature of classroom mathematics discussions, but few have demonstrated the effect of discussion on students' assessment performance. We developed and employed a discussion observation instrument in 20 third and fourth grade classrooms in an economically disadvantaged, linguistically diverse school district and used hierarchical linear modeling (HLM) to determine whether between-class variation in word-problem-test scores can be explained by levels of class discussion. Results suggest overall class discussion scores, as well as two specific discussion features, variety of approaches and opportunities to speak, are significantly related to test performance. These results suggest classroom instruction including high-level math discussion may improve students' performance on written measures of achievement.