Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations

Autor/inn/en	Ding, Meixia; Hassler, Ryan; Li, Xiaobao
Titel	Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 8, S.1195-1224 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Meixia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1749319
Schlagwörter	Mathematics Instruction; Teaching Methods; Correlation; Cognitive Science; Elementary School Teachers; Algebra; Video Technology; Lesson Plans; Barriers; Questioning Techniques; Teacher Student Relationship; Problem Solving + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Kognitionswissenschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen
Abstract	Instructional principles gleaned from cognitive science play a critical role in improving classroom teaching. This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers' early algebra lessons in the U.S. Based on the analysis of 32 videotaped lessons of inverse relations, we found that most teachers spent sufficient class time on worked examples; however, some lessons included repetitive examples that also included irrelevant practice problems. Most teachers also situated new teaching in concrete contexts, which were faded into abstract representations. However, connections between concrete and abstract were not always made. The largest challenge was rooted in teachers' inability to ask deep questions that elicited students' deep explanations. Some teachers focused on key words and provided students with direct explanations. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01