scholarly journals Mathematical Argumentation Performance of Sixth-Graders in a Chinese Rural Class

2021 ◽  
Vol 9 (2) ◽  
pp. 213-235
Author(s):  
Da Zhou ◽  
Jinqing Liu ◽  
Jian Liu
Keyword(s):  
Pilot Study ◽  
Mathematical Knowledge ◽  
Sixth Graders ◽  
Learning Opportunities ◽  
Potential Influence ◽  
Mathematical Argumentation ◽  
Teacher's Perception ◽  
Math Teacher

Researchers have established that solid argumentation is essential for developing, establishing and communicating mathematical knowledge, which attracted substantial attention from researchers, but few have simultaneously investigated the argumentation performance of sixth-graders and their teacher’s potential influence in Chinese rural classrooms. In this pilot study, 33 sixth graders in a Chinese rural class were examined, and the math teacher who had been teaching them for three years was interviewed. Findings related to the students’ performance revealed the need to improve their argumentation competency, including using more diverse modes of arguments and argument representation as well as developing more advanced types of arguments (e.g., deductive argumentation). The interview finding with the math teacher indicated that the teacher’s perception and knowledge might impact students’ learning opportunities to conduct argumentation and, therefore, may influence students’ argumentative performance. Implications and limitations of this study is discussed at the end.

Task-based interactional sequences in different modalities

2020 ◽  
Vol 2 (2) ◽  
pp. 174-198
Author(s):  
Xiaofei Tang
Keyword(s):  
Language Use ◽  
Computer Mediated Communication ◽  
Learning Opportunities ◽  
The Other ◽  
Interaction Data ◽  
Potential Influence ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
L2 Learning

Abstract Recent research on Task-Based Language Teaching (TBLT) showed the efficacy of using computer-mediated communication (CMC) to promote second language (L2) learning (Ziegler, 2016). However, few studies compared the interactional sequences during task-based interaction across different modalities (e.g., oral and written chat). It is thus not clear how different task modalities mediate task-based interaction and L2 learning opportunities. To fill this gap, this study compared CMC written chat and face-to-face (FTF) oral chat for interactional sequences during decision-making tasks. Participants were 20 learners of Chinese (high-elementary to intermediate level) in a U.S. university. Ten participants completed the tasks in CMC, while the other 10 completed the same tasks in FTF. The interaction data were analyzed for frequency and patterns of interactional strategies. Three types of interactional sequences emerged in both groups: orientating to tasks, suggesting actions and evaluating suggestions. CMC participants suggested actions more frequently than FTF participants. While both groups predominantly agreed with proposed suggestions, CMC dyads expressed disagreement three times more than FTF dyads. CMC dyads also used more utterances to manage task progress. Findings are discussed in terms of the interactional organizations and their potential influence on task-based language use in different modalities.

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth

2019 ◽  
Vol 56 (5) ◽  
pp. 1590-1628 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Debra Plowman ◽  
Haiyan Bai
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Learning Opportunities ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Knowledge Growth ◽  
Mathematics And Science ◽  
Core Features

This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.

How Ms. Mayen and Her Students Co-Constructed Good-at-Math

2021 ◽  
Vol 52 (2) ◽  
pp. 152-188
Author(s):  
Jennifer Ruef
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
National Council ◽  
Mathematical Argumentation ◽  
Mathematics Classrooms ◽  
Normative Identity ◽  
Sixth Grade Students ◽  
Teachers And Students

What does it mean to be “good-at-math,” and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.

scholarly journals Unexpected events: Learning opportunities or injury risks for apprentices in low-skilled jobs? A pilot study

2016 ◽  
Vol 86 ◽  
pp. 1-9 ◽  
Author(s):  
Marie Laberge ◽  
Bénédicte Calvet ◽  
Marc Fredette ◽  
Nassim Tabet ◽  
Aurélie Tondoux ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Opportunities ◽  
Unexpected Events

The Galileo Educational Network: Developing a Mathematical Habit-of-Mind

2006 ◽  
Vol 100 (2) ◽  
pp. 125a-125
Author(s):  
Sharon Friesen
Keyword(s):  
Professional Learning ◽  
Mathematical Knowledge ◽  
Learning Opportunities ◽  
Mathematical Literacy ◽  
Mathematics Educators ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
K 12

In order to increase mathematical literacy and achievement in grades K-12, mathematics educators at Galileo Educational Network work collaboratively with mathematicians and teachers to find different ways to address matters of mathematical knowledge, classroom pedagogy, resources, and assessment. We are working to develop ways to engage teachers in professional learning opportunities through which they can learn mathematics differently, increase their effectiveness in the teaching of mathematics, engage with and develop more robust mathematical problems, and connect with colleagues and mentors who are also attempting to increase mathematical literacy and achievement in their classrooms.

Influence of the Interests of Children with Autism on Everyday Learning Opportunities

2010 ◽  
Vol 107 (1) ◽  
pp. 281-288 ◽  
Author(s):  
Carl J. Dunst ◽  
Carol M. Trivette ◽  
Tracy Masiello
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Brief Intervention ◽  
Children With Autism ◽  
Learning Opportunities ◽  
Future Research ◽  
High Interest ◽  
Young Children With Autism ◽  
Everyday Learning ◽  
Child Learning

Findings from a pilot study investigating the influence of the interests of young children with autism on parents' provision of everyday informal child learning opportunities are described. 17 children (13 boys, 4 girls) were divided into two groups that received everyday learning opportunities of Low interest and High interest, based on parents' bi-weekly ratings of the interestingness of the opportunities to the children, using an investigator-developed measure. A brief intervention of 12 to 14 weeks showed that the children in the High interest-based group were provided more learning opportunities than were the Low interest-based group, and that the parents indicated that their children benefited more from the learning opportunities. Implications for future research are described.

Training oncology and palliative care clinical nurse specialists in psychological skills: Evaluation of a pilot study

2013 ◽  
Vol 13 (3) ◽  
pp. 537-542 ◽  
Author(s):  
Jane E. Clark ◽  
Susan Aitken ◽  
Nina Watson ◽  
Joanne McVey ◽  
Jan Helbert ◽  
...  
Keyword(s):  
Pilot Study ◽  
Clinical Supervision ◽  
Psychological Assessment ◽  
Clinical Excellence ◽  
Learning Opportunities ◽  
Psychological Skills ◽  
National Guidelines ◽  
Clinical Nurse ◽  
Clinical Nurse Specialists ◽  
The United Kingdom

AbstractObjective:National guidelines in the United Kingdom recommend training Clinical Nurse Specialists in psychological skills to improve the assessment and intervention with psychological problems experienced by people with a cancer diagnosis (National Institute for Health and Clinical Excellence, 2004). This pilot study evaluated a three-day training program combined with supervision sessions from Clinical Psychologists that focused on developing skills in psychological assessment and intervention for common problems experienced by people with cancer.Methods:Questionnaires were developed to measure participants’ levels of confidence in 15 competencies of psychological skills. Participants completed these prior to the program and on completion of the program. Summative evaluation was undertaken and results were compared. In addition, a focus group interview provided qualitative data of participants’ experiences of the structure, process, and outcomes of the program.Results:Following the program, participants rated their confidence in psychological assessment and skills associated with providing psychological support as having increased in all areas. This included improved knowledge of psychological theories, skills in assessment and intervention and accessing and using supervision appropriately. The largest increase was in providing psycho-education to support the coping strategies of patients and carers. Thematic analysis of interview data identified two main themes including learning experiences and program enhancements. The significance of the clinical supervision sessions as key learning opportunities, achieved through the development of a community of practice, emerged.Significance of results:Although this pilot study has limitations, the results suggest that a combined teaching and supervision program is effective in improving Clinical Nurse Specialists’ confidence level in specific psychological skills. Participants’ experiences highlighted suggestions for refinement and development of the program. Opportunities for further research and developments in this area are discussed.

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