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Bedingte Wahrscheinlichkeit: Bedeutungsbezogene Sprache zum Verbal. der Teil-Ganzes-Relation in Anteilsbildern ...
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Bedingte Wahrscheinlichkeit: Bedeutungsbezogene Sprache zum Verbal. der Teil-Ganzes-Relation in Anteilsbildern
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Capturing teaching practices in language-responsive mathematics classrooms extending the TRU framework “teaching for robust understanding” to L-TRU
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Abstract:
Supporting language in mathematics classrooms requires both curriculum material that follows language-responsive design principles and teaching practices that enact these principles with high instructional quality. This paper presents the analytic framework L-TRU, which was developed to assess language-responsive teaching practices quantitatively. The L-TRU framework draws upon Schoenfeld’s teaching for robust understanding (TRU) framework by adapting its five dimensions to language-responsive classrooms: Mathematical Richness, Cognitive Demand, Equitable Access, Agency, and Use of Student Contributions. It is extended by two further dimensions, namely, Discursive Demand and Connecting Registers. The adapted and extended L-TRU rating scheme was applied to 41 video-recorded lessons of 26 teachers who all used the same language-responsive curriculum material on percentages. The qualitative insights gained from selected transcripts reveal that the dimensions indeed capture important distinctions in valid ways. The analysis of interrater reliability and correlations confirms that distinct dimensions are captured with reliability. The quantitative overview of the ratings of 497 episodes shows that in spite of the shared curriculum material, a large variety of instructional practices were enacted: Consistently high quality was found in the dimensions Cognitive Demand and Equitable Access and a medium quality in Connecting Registers. The dimensions Agency, Discursive Demand and Use of Contributions show the largest variance among teachers, with Discursive Demand separating most. These findings empirically substantiate an important research tool for quantitatively capturing teaching practices with respect to their general mathematics instruction quality and language-responsive quality.
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Keyword:
Connecting registers; ddc:510; Discursive demand; Language-responsive classrooms; Quality; Rating scheme; Teaching practices
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URL: https://doi.org/10.17877/DE290R-21986
http://hdl.handle.net/2003/40109
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Education Areas with German as a first, second, and foreign language. Speech forms & text forms at issue ... : DaF-/DaZ-/DaM-Bildungsräume. Sprech- & Textformen im Fokus ...
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Syntaktische Komplexität individueller Sprachproduktion bei Denkprozessen zu Bestand und Änderung ...
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Syntaktische Komplexität individueller Sprachproduktion bei Denkprozessen zu Bestand und Änderung
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What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon
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In: Proceedings of the IV ERME Topic Conferece 'Classroom based-research on mathematics and language' (pp. 49-56) ; https://hal.archives-ouvertes.fr/hal-01856476 ; Proceedings of the IV ERME Topic Conferece 'Classroom based-research on mathematics and language' (pp. 49-56), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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Opportunities and challenges of classroom- based research on mathematics and language
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In: Proceedings of the IV ERME Topic Conferece 'Classroom-based research on mathematics and language' (pp. 17-25) ; https://hal.archives-ouvertes.fr/hal-01856472 ; Proceedings of the IV ERME Topic Conferece 'Classroom-based research on mathematics and language' (pp. 17-25), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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Mathematics Enrichment for All - Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity
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Cracking percent problems in different formats: The role of texts and visual models for students with low and high language proficiency
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01281856 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.331-338 (2015)
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Genetische Lernarrangements entwickeln ... : Vom Möglichem im Unmöglichen bei der Entwicklung der Mathewerkstatt ...
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