Exploring In-the-Moment Teaching Moves That Support Sociomathematical and General Social Norms in Dialogic Instruction

Autor/inn/en	Campbell, Tye G.; Yeo, Sheunghyun
Titel	Exploring In-the-Moment Teaching Moves That Support Sociomathematical and General Social Norms in Dialogic Instruction
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10234-6
Schlagwörter	Teaching Methods; Dialogs (Language); Discussion (Teaching Technique); Mathematics Instruction; Norms; Behavior Standards; Social Behavior; Listening Skills; Learning Strategies; Cooperative Learning; Coordination + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Mathematics lessons; Mathematikunterricht; Normwert; Social behaviour; Soziales Verhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Koordination
Abstract	The purpose of this study was to identify and categorize in-the-moment teaching moves which support productive general social norms and sociomathematical norms during dialogic instruction by drawing on transcripts of classroom episodes. To understand how teachers construct in-the-moment teaching moves, this paper is grounded in a revised version of the Advancing Children's Thinking framework. In particular, the framework reveals three interconnected dimensions of teaching moves: (1) eliciting group strategies, (2) supporting conceptual understanding "and" group coordination, and (3) extending group mathematical thinking "and" coordination. Drawing on this framework, we use a novel self-study methodology to construct a sequence of in-the-moment teaching moves that support the development of productive social and sociomathematical norms in dialogic classrooms. These teaching moves include (1) inviting strategies and encouraging all members to actively listen; (2) exploring, clarifying, and questioning the mathematical details of all strategies as a group; (3) promoting understanding of differing strategies; (4) comparing and evaluating differing strategies as a group; and (5) connecting the group's thinking for making progress on the task/advancing current strategy to become viable. Implications for research and practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01