Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning

Autor/inn/en	Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty
Titel	Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning
Quelle	In: Mathematics Education Research Journal, 28 (2016) 4, S.523-544 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-016-0178-y
Schlagwörter	Mathematical Aptitude; Mathematical Logic; Elementary School Teachers; Mathematics Curriculum; Language Acquisition; Language Aptitude; Consciousness Raising; Familiarity; Lesson Observation Criteria; Classroom Observation Techniques; Classroom Communication; Discussion (Teaching Technique); Educational Practices; Teaching Methods; Teaching Styles; Foreign Countries; Canada; Australia + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachaneignung; Spracherwerb; Sprachbegabung; Spracheignung; Bewusstseinsbildung; Unterrichtsmitschau; Klassengespräch; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Ausland; Kanada; Australien
Abstract	Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise mathematical reasoning in children's actions and words. As part of a larger study, we explored whether observation of educators conducting mathematics lessons can develop teachers' sensitivity in noticing children's reasoning and consideration of how to support reasoning. In the Mathematical Reasoning Professional Learning Research Program, demonstration lessons were conducted in Australian and Canadian primary classrooms. Data sources included post-lesson group discussions. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children's individual and whole-class reasoning. In particular, the teachers noticed that children struggled to employ mathematical language to communicate their reasoning and viewed limitations in language as a major barrier to increasing the use of mathematical reasoning in their classrooms. Given the focus of teachers' noticing of the limitations in some types of mathematical language, it seems that targeted support is required for teachers to facilitate classroom discourse for reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01