| Autor: |
Francis, Dionne Cross, Eker, Ayfer, Liu, Jinqing, Lloyd, Kemol, Bharaj, Pavneet |
| Předmět: |
|
| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/14/2019, p536-541, 6p |
| Abstrakt: |
This study investigates teachers’ understandings of teacher student relationships (TSRs), and mathematically productive relationships (MPRs). Seven elementary teachers were coached to increase their teaching quality. Semi-structured interviews were conducted at the end of the coaching program to find out how teachers described the core features of TSRs and MPRs, and the factors that influenced students’ mathematics achievement. Safe, mistake-friendly environment, trust and respect, establishing and maintaining clear and high expectations, and consistency were considered as core features of TSRs and MPRs across teachers. However, these features did not align with what teachers considered important for deep mathematics learning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
|
