Anticipating students’ reasoning and planning prompts in structured problem-solving lessons
| Autor: | Wanty Widjaja, Colleen Vale, Brian Doig, Susie Groves |
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| Rok vydání: | 2018 |
| Předmět: |
Generality
General Mathematics Teaching method 05 social sciences Critical factors GRASP 050301 education Education Anticipation (artificial intelligence) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Orchestration (computing) Lesson study Psychology 0503 education Early Algebra 050104 developmental & child psychology |
| Zdroj: | Mathematics Education Research Journal. 31:1-25 |
| ISSN: | 2211-050X 1033-2170 |
| DOI: | 10.1007/s13394-018-0239-5 |
| Popis: | Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students’ capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students’ responses and learning are compared to identify critical factors. The anticipation of students’ reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students’ capacity to grasp and communicate generality. |
| Databáze: | OpenAIRE |
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