
06006140
j
2012a.00325
Nathan, Mitchell J.
Kim, Suyeon
Regulation of teacher elicitations in the mathematics classroom.
Cogn. Instr. 27, No. 2, 91120 (2009).
2009
Taylor \& Francis (Routledge), Philadelphia, PA
EN
D43
C33
C73
H13
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
doi:10.1080/07370000902797304
Summary: Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middleschool mathematics classroom. We examined the elicitations  and provocative statements  made by the teacher over a fourday 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.