Pass the "Idea": Following Bilingual Mathematics Discussions = Pásame la "Idea": Siguiendo Discusiones Matemáticas Bilingües [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/inn/en	Krause, Gladys; Adams-Corral, Melissa; Maldonado, Luz A.
Titel	Pass the "Idea": Following Bilingual Mathematics Discussions = Pásame la "Idea": Siguiendo Discusiones Matemáticas Bilingües [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), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Classroom Communication; Mathematics Instruction; Teaching Methods; Thinking Skills; Coaching (Performance); Team Sports; Teacher Student Relationship; Elementary School Students; Discussion (Teaching Technique); Problem Solving; Spanish; English (Second Language); Second Language Learning; Language Usage; Grade 2; Code Switching (Language); Logical Thinking + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Mannschaftssport; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers to engage in instructional practices that respond to students' mathematical thinking. To demonstrate the teacher's flexibility we use the analogy of soccer, relying on the literature of Game Sense coaching approach, which suggests that the coach (the teacher in our context) is positioned to manipulate the practice environment with the purpose of facilitating learning. [This paper is provided in both Spanish and English. 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