Student Engagement with Others’ Mathematical Ideas
Student Engagement with Others’ Mathematical Ideas
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学生参与他人的数学想法
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
C. Fernandez
中科院分区：
文献类型：
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作者：
M. Franke;Angela C. Turrou;N. Webb;Marsha Ing;Jacqueline Wong;Nami Shin;C. Fernandez
教育工作者、研究人员和政策制定者越来越认识到，参与课堂数学讨论，特别是参与他人的想法，可以促进学生的数学理解。然而，教师如何促进学生高水平地参与他人的想法，以及教师在尝试这样做时面临的挑战，却很少被研究。通过对 12 个小学教室的全班和小组讨论录像进行编码，我们分析了学生相互讨论数学思想的水平以及教师为支持学生参与而使用的动作（包括邀请学生参与的动作和鼓励更深入参与的后续动作）。教师们使用了各种各样的邀请和后续行动来鼓励学生参与，并在当下以多种方式将它们结合起来，以解决学生在尝试参与他人想法时面临的挑战。我们展示了教师最初刺激参与的举措的局限性，以及他们后续举措促进学生富有成效地学习数学的力量。
Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others’ ideas, can promote students’ mathematics understanding. How teachers can promote students’ high-level engagement with others’ ideas, and the challenges teachers face when trying to do so, have not often been studied, however. Using coding of videotaped whole-class and small-group discussions in 12 elementary school classrooms, we analyzed the level at which students engaged with each other’s mathematical ideas and the moves teachers used—both moves to invite student engagement and follow-up moves to encourage deeper engagement—to support student engagement. Teachers used a wide variety of invitation and follow-up moves to encourage student engagement and combined them in multiple ways in the moment to address the challenges students faced when trying to engage with others’ ideas. We show the limitations of teachers’ initial moves to stimulate engagement and the power of their follow-up moves to foster productive student struggle with the mathematics.