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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work
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Enabling mathematical discourse for English learners during secondary mathematics lessons
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A workshop on the epistemology and didactics of mathematical structuralism
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In: Advances in the Anthropological Theory of the Didactic and their Consequences in Curricula and in Teacher Education ; https://hal.archives-ouvertes.fr/hal-03275633 ; Yves Chevallard; Berta Barquero Farràs; Marianna Bosch; Ignasi Florensa; Josep Gascón; Pedro Nicolás; Noemí Ruiz-Munzón. Advances in the Anthropological Theory of the Didactic and their Consequences in Curricula and in Teacher Education, Springer Nature Switzerland AG, 2021 (2021)
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Maths was fine until they brought the alphabet into it: An examination of Irish 14-year-olds' knowledge of initial algebra
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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
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How specific can language as resource become for the teaching of algebraic concepts?
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Impacts of Discourse on Algebra Achievement, Higher-Order Thinking, and Student Efficacy at the Secondary Level
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In: Masters of Arts in Education Action Research Papers (2021)
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Abstract:
This study explores the impacts of small-group discourse on an eighth-grade algebra course. Participants of the study are 31 eighth grade students in an urban charter school. Data was collected using pre- and post-assessments, observational tracking, classroom discourse rubric, and student journaling. Data was collected over eight weeks. Results showed growth in assessment scores using pre- and post-assessments. There was an increase in class participation, observed through anecdotal notes. Also, using a discourse rubric, student groups increased their scores on questioning and evaluating mathematical concepts. Discourse will continue to be used to improve mathematical understanding and student efficacy. Weekly discourse will continue to be held to observe if the results of this study, conducted remotely, will be comparable to a similar study that is conducted through in-person learning.
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Keyword:
Algebra; discourse; higher-order thinking; mathematics; small-group learning; student efficacy
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URL: https://sophia.stkate.edu/maed/409 https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1406&context=maed
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Examining English Language Learners' Learning Needs Through the Lens of Algebra Curriculum Materials
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In: Faculty Publications (2021)
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Student Perceptions of Formative Feedback in Mathematics
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Teaching students in heterogeneous and homogeneous Algebra II classes: teacher’s perspectives and student performance
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Epistemic Semantics in Guarded String Models
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In: Proceedings of the Society for Computation in Linguistics (2021)
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Sobre álgebra y sintaxis
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In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 79-92 (2021)
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Introducing group theory with its raison d'etre for students
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113982 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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Desafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebra
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The role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation
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