Classroom Interactions around Problem Contexts and Task Authenticity in Middle School Mathematics

Autor/in	Wernet, Jamie L. W.
Titel	Classroom Interactions around Problem Contexts and Task Authenticity in Middle School Mathematics
Quelle	In: Mathematical Thinking and Learning: An International Journal, 19 (2017) 2, S.69-94 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2017.1295419
Schlagwörter	Mathematics Education; Classroom Environment; Classroom Techniques; Interaction; Interaction Process Analysis; Problem Based Learning; Lesson Observation Criteria; Context Effect; Middle School Students; Middle School Teachers; Mathematics Activities; Task Analysis; Grade 8; Problem Solving; Video Technology + Suchen Sie Ihr Suchwort? Mathematische Bildung; Klassenklima; Unterrichtsklima; Klassenführung; Interaktion; Prozessanalyse; Problem-based learning; Problemorientiertes Lernen; Unterrichtsmitschau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Aufgabenanalyse; School year 08; 8. Schuljahr; Schuljahr 08; Problemlösen
Abstract	It has been theorized that contextual tasks support student engagement and sense making. Yet, contradictory ideas exist about the role of these tasks in lessons, and further research is needed to explore how classroom interactions can help achieve their intended purposes. Through video observation of lessons in three eighth-grade classrooms using a problem-based curriculum, I investigated how teachers and students interact around problem contexts in written tasks. I found that they discussed contexts in multiple ways, falling into five general categories: referencing, positioning, elaborating, clarifying, and meta-level commentary. Using this framework, I considered how interactions around contexts related to the authenticity of tasks as written and enacted (Palm, 2006). In several lessons, these interactions led to higher authenticity as enacted than as written. These results offer a framework for interpreting context-related classroom interactions and suggest implications for instruction and research on the role contexts might play in mathematics lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01