Teachers' Actions and Students' Engagement Behaviors during Number System Knowledge Discussions: Implications for Enhancing Active Engagement

Autor/inn/en	Bundock, Kaitlin; Shumway, Jessica F.; Burnside, Monika; King, Jessica
Titel	Teachers' Actions and Students' Engagement Behaviors during Number System Knowledge Discussions: Implications for Enhancing Active Engagement
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 11 (2023) 2, S.505-526 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bundock, Kaitlin) ORCID (Shumway, Jessica F.) ORCID (Burnside, Monika) ORCID (King, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Numbers; Mathematics Instruction; Teaching Methods; Numeracy; Learner Engagement; Intervention; Grade 2; Elementary School Students; Mathematics Skills; Elementary School Teachers; Faculty Development; Mathematics Achievement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Zahlenraum; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathematical ability; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A critical challenge for elementary mathematics teachers is meeting the learning needs of all students, especially when there is variability in students' number knowledge. Because young students' number system knowledge (NSK) contributes to future success in mathematics, NSK activities must be designed to engage all students, particularly students who have struggled to engage in mathematics, to help students build early number knowledge. In this manuscript, we describe a quick images number sense intervention implemented across five second-grade teachers and 75 students, and examine outcomes related to teacher actions and student engagement behaviors. The results of our mixed-methods study indicate that the intervention provided multiple ways for students of varying abilities to engage with and learn the content. Our results provide practical implications for teachers, and prompt questions to evaluate in future research. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01