Learning through Explaining and Engaging with Others' Mathematical Ideas

Autor/inn/en	Webb, Noreen M.; Franke, Megan L.; Johnson, Nicholas C.; Ing, Marsha; Zimmerman, Joy
Titel	Learning through Explaining and Engaging with Others' Mathematical Ideas
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 4, S.438-464 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1990744
Schlagwörter	Mathematics Instruction; Classroom Communication; Problem Solving; Cooperative Learning; Student Participation; Student Attitudes; Concept Formation; Mathematical Concepts; Grade 3; Elementary School Students; Small Group Instruction; State Standards; Thinking Skills; Learning Processes; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Klassengespräch; Problemlösen; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Concept learning; Begriffsbildung; School year 03; 3. Schuljahr; Schuljahr 03; Denkfähigkeit; Learning process; Lernprozess; Kalifornien
Abstract	Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one's own thinking and engaging with others' ideas, can promote students' mathematics learning. However, precisely "how" participating in these ways supports learning has not often been examined in detail. Using in-depth analyses of videotaped whole-class discussions, small-group collaborative work, and private partner conversations in two third-grade mathematics classrooms on six occasions over a five-month period, we show advances that students made in their mathematical thinking or mathematical work in the context of explaining their thinking and/or engaging with others' ideas. The detailed analyses focus on students who had previously scored low on standardized tests of mathematics proficiency. The results show how students not considered to have extensive mathematics knowledge can forge new connections between mathematical ideas and representations, and extend their problem-solving strategies in ways that are directly related to their participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01