Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms

Murata Aki; Siker Jody; Kang Bona; Baldinger Evra M.; Kim Hee-Jeong; Scott Mallika; Lanouette Kathryn

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Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms

机译：数学谈话和学生策略轨迹：两个一年级教室的案例

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This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and maintain student ownership of ideas, and transitional strategies that connect students' beginning ideas with target strategies.

机译：这项研究调查了不同的数学口语促进措施，并针对教师的口语动作概念化，以进行富有成效的学生数学讨论。我们的发现表明，学生的战略发展得到了谈话动作的支持，这些谈话动作在过程级别上协调了广泛的学生战略，陈述和讨论，并保持了学生对思想的所有权，以及将学生的初始思想与目标战略联系起来的过渡性战略。。

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来源
《Cognition and instruction》 |2017年第4期|290-316|共27页
作者
Murata Aki; Siker Jody; Kang Bona; Baldinger Evra M.; Kim Hee-Jeong; Scott Mallika; Lanouette Kathryn;
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作者单位

Univ Florida, Sch Teaching & Learning, Gainesville, FL USA;

Univ Wisconsin, Inst Profess Educ Dev, Kenosha, WI USA;

Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA;

Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA;

Hongik Univ, Dept Math Educ, Seoul, South Korea;

Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA;

Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA;

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原文格式 PDF
正文语种 eng
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关键词
Elementary education; instructional improvement; mathematics education; student discourse; teacher learning;

机译：基础教育;教学改进;数学教育;学生话语;教师学习;

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Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms

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