id: 06388290
dt: j
an: 2015a.00222
au: Otten, Samuel; Soria, Victor M.
ti: Relationships between students’ learning and their participation during
enactment of middle school algebra tasks.
so: ZDM, Int. J. Math. Educ. 46, No. 5, 815-827 (2014).
py: 2014
pu: Springer, Berlin/Heidelberg
la: EN
cc: C33 C73 C43
ut: classroom discourse; middle school; enacted curriculum; algebra
ci:
li: doi:10.1007/s11858-014-0572-4
ab: Summary: This study examines a sequence of four middle school algebra tasks
through their enactment in three teachers’ classrooms. The analysis
centers on the cognitive demand ‒ the kinds of thinking processes
entailed in solving the task ‒ and the participatory demand ‒ the
kinds of verbal contributions expected of students ‒ of the task as
written in the instructional materials, as set up by the three
teachers, and as discussed by the teachers and their students.
Relationships between the nature of the task enactments and students’
performance on a pre- and post-test are explored. Findings include the
fact that the enacted tasks differed from the written tasks with regard
to both the cognitive demand and the participatory demand, which
related to students’ lack of success on the post-test. Specifically,
cognitive demand declined in the enacted curriculum at different points
for different classes, and the participatory demand during enactment
tended to involve isolated mathematical terms rather than students
verbally expressing mathematical relations.
rv: