id: 06006140
dt: j
an: 2012a.00325
au: Nathan, Mitchell J.; Kim, Suyeon
ti: Regulation of teacher elicitations in the mathematics classroom.
so: Cogn. Instr. 27, No. 2, 91-120 (2009).
py: 2009
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: D43 C33 C73 H13
ut: student attitudes; student participation; middle schools; mathematics
instruction; elementary algebra; teaching methods; scaffolding
(teaching technique); thinking skills; research; instructional
discourse; classroom conversation; teacher student interaction;
teaching learning processes; mathematical ability; abstract reasoning
ci:
li: doi:10.1080/07370000902797304
ab: Summary: Using the perspective of instructional conversation, we
investigated how one teacher regulated student participation and
conceptual reasoning in the middle-school mathematics classroom. We
examined the elicitations ‒ and provocative statements ‒ made by
the teacher over a four-day algebra lesson. Analyses showed how the
teacher systematically regulated the level of cognitive complexity of
his elicitations in reaction to students’ responses. When students
gave inaccurate or incomplete answers, the teacher tended to reduce the
level of cognitive complexity needed to respond to a subsequent
elicitation, with the apparent impact being that he scaffolded
participation and reasoning. When students provided responses that were
mathematically accurate, the teacher usually increased the elicitation
level, which subsequently engaged students in more sophisticated forms
of reasoning.
rv: