Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms

2005 ◽  
Vol 4 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Peter Sullivan ◽  
Judith Mousley ◽  
Robyn Zevenbergen
Keyword(s):  
Mathematics Learning ◽  
Learning Opportunities ◽  
Heterogeneous Classrooms ◽  
Teacher Actions

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?

2020 ◽  
Vol 13 (4) ◽  
pp. 601-624
Author(s):  
Taffeta Wood ◽  
Michele M. M. Mazzocco ◽  
Mary Beth Calhoon ◽  
Elizabeth Coyne Crowe ◽  
Carol McDonald Connor
Keyword(s):  
Mathematics Learning ◽  
First Grade ◽  
Learning Opportunities ◽  
What Works

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

2019 ◽  
Vol 48 (7) ◽  
pp. 452-465
Author(s):  
Geoffrey B. Saxe ◽  
Joshua Sussman
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Mathematics Learning ◽  
Number Line ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Mathematics Intervention ◽  
Quasi Experimental ◽  
Secondary Grades

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representations (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.

Mathematics Learning Opportunities in Preschool: Where Does the Classroom Library Fit In?

2020 ◽  
Vol 32 (1) ◽  
pp. 66-81
Author(s):  
Michele L. Stites ◽  
Susan Sonnenschein ◽  
Rebecca Dowling ◽  
Brittany Gay
Keyword(s):  
Mathematics Learning ◽  
Learning Opportunities ◽  
Classroom Library

scholarly journals Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

2021 ◽  
Vol 11 (12) ◽  
pp. 792
Author(s):  
Michele L. Stites ◽  
Susan Sonnenschein ◽  
Yongxiang Chen ◽  
Kyoko Imai-Matsumura ◽  
Hatice Gürsoy
Keyword(s):  
United States ◽  
Teacher Perceptions ◽  
Online Survey ◽  
Mathematics Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Free Play ◽  
Group Instruction ◽  
Classroom Library ◽  
Classroom Libraries

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

scholarly journals Mathematics learning opportunities when playing a Tower Defense Game

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Aura Hernàndez-Sabaté ◽  
Meritxell Joanpere ◽  
Núria Gorgorió ◽  
Lluís Albarracín
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Research Study ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Opportunities ◽  
Mathematical Problem Solving ◽  
Qualitative Research Study ◽  
Design Options

A qualitative research study is presented herein with the purpose of identifying mathematics learning opportunities in a commercial version of a Tower Defense game. These learning opportunities are understood as mathematicisable moments of the game and involve the establishment of relationships between the game and mathematical problem solving. Based on the analysis of the nature of these mathematicisable moments, we present several design options that are being implemented in a didactic version of a Tower Defense game.

A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach

2017 ◽  
Vol 7 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Bruce M. McLaren ◽  
Deanne M. Adams ◽  
Richard E. Mayer ◽  
Jodi Forlizzi
Keyword(s):  
Educational Games ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Educational Game ◽  
Gain Scores ◽  
Learning Mathematics ◽  
Computer Based ◽  
Design Characteristics ◽  
Traditional Approaches ◽  
Conventional Computer

Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studes in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game—Decimal Point—whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = .43) and delayed (d = .37) posttest and was rated as significantly more enjoyable (d = .95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.

Complex Instruction: A Model for Reaching Up—and Out

2017 ◽  
Vol 41 (1) ◽  
pp. 7-12 ◽  
Author(s):  
Carol Ann Tomlinson
Keyword(s):  
Curriculum And Instruction ◽  
Learning Opportunities ◽  
Task Completion ◽  
Instructional Model ◽  
Teacher’S Role ◽  
Complex Instruction ◽  
Teacher's Role ◽  
Heterogeneous Classrooms ◽  
Equity Of Access

Complex Instruction is a multifaceted instructional model designed to provide highly challenging learning opportunities for students in heterogeneous classrooms. The model provides a rationale for and philosophy of creating equity of access to excellent curriculum and instruction for a broad range of learners, guidance for preparing students for successful groupwork, direction for the teacher’s role, and principles and practices for “groupworthy tasks”—assignments worthy of student investment and designed to draw on a broad range of abilities for successful task completion. This article focuses on the nature and importance of “groupworthy tasks.”

Who Takes What Math and in Which Track? Using TIMSS to Characterize U.S. Students’ Eighth-Grade Mathematics Learning Opportunities

2001 ◽  
Vol 23 (4) ◽  
pp. 323-341 ◽  
Author(s):  
Leland S. Cogan ◽  
William H. Schmidt ◽  
David E. Wiley
Keyword(s):  
Mathematics Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Eighth Grade ◽  
Individual Student ◽  
Significant Relationships ◽  
Eighth Grade Students ◽  
Urban Rural ◽  
Difficulty Score ◽  
Mathematics Course

This article examines the range of eighth-grade mathematics learning opportunities in the United States, drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Sources of variation in the provision of learning opportunities are identified, and patterns in eighth-grade mathematics course offerings are compared across schools. Comparison of students’ learning opportunities includes consideration of the specific course in which they were enrolled, the type of textbook employed for the course, and the proportion of time teachers devoted to teaching specific topics. Analyses revealed a mismatch between the mathematics course title and the textbook employed in the course for nearly 30% of U.S. eighth-grade students. Course-textbook combinations demonstrated significant relationships with the time teachers devoted to specific topics and the international topic difficulty score. Some differences in mathematics learning opportunities were found on the basis of a school’s location (urban, rural, suburban), size, and percentage of minority enrollment. We contend that the significant relationships found were not consistent enough to provide a satisfactory explanation for the observed variation and that individual student differences, which often provide an implicit rationale for tracking, also represent an inadequate explanation for the observed diversity in curricular opportunities. We conclude that recognizing the multiple definitions for students’ classroom mathematics learning experiences is an important step in reform and policy discussions.

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