id: 06419738
dt: j
an: 2015c.00082
au: Gilbert, Melissa C.
ti: Using productive disposition to differentiate between students’ level of
precision when critiquing a peer’s work.
so: Sch. Sci. Math. 114, No. 7, 339-348 (2014).
py: 2014
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C23 C33 D63
ut: attitudes; beliefs; standards; student assessment; communication; numbers;
fractions; productive disposition; differentiation; peer critique
ci:
li: doi:10.1111/ssm.12086
ab: Summary: This study examined the productive disposition of pre-algebra
students who demonstrated similar knowledge of the focal content but
varied in other academic behaviors expected in the Common Core State
Standards for Mathematics (CCSSM). Specifically, the study considered
students’ attention to precision when critiquing a peer’s work. The
comprehensive definition of productive disposition used included task
values (interest, utility), an ability belief (efficacy), three
personal achievement goals, and negative emotions. As hypothesized, the
61 students who provided a more precise critique reported higher
productive disposition (in particular, significantly higher
mastery-approach personal achievement goals and less frequent negative
emotions) than the 79 students who provided a basic critique. These
findings illustrate how productive disposition can inform assessments
of mathematical competence within the CCSSM recently implemented across
the United States.
rv: