
06388290
j
2015a.00222
Otten, Samuel
Soria, Victor M.
Relationships between students' learning and their participation during enactment of middle school algebra tasks.
ZDM, Int. J. Math. Educ. 46, No. 5, 815827 (2014).
2014
Springer, Berlin/Heidelberg
EN
C33
C73
C43
classroom discourse
middle school
enacted curriculum
algebra
doi:10.1007/s1185801405724
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 posttest 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 posttest. 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.