Uptake of Students’ Comments, Questions, and Representations during Algebra 1 Classes

• In Event: Roundtable Session 111
  In Roundtable Session: Helping Students and Teachers to Find Their Voice

Abstract

Research on student-centered, authentic instruction indicates that social interactions and active engagement are key for learning mathematics. One method for increasing authenticity involves taking up students’ comments, questions, and representations of their work (Nystrand et al., 2003; Yackel & Cobb, 1996). Uptake increases levels of authenticity by focusing on students’ comments, questions, and representations of mathematical work. This qualitative study reports on the ways in which 33 teachers utilized uptake in Algebra 1 classes. While most teachers took up students’ utterances and representations, analysis suggests that greater scaffolding is needed to support mathematical thinking and learning. Uptake can encourage mathematical processes as envisioned by NCTM (2001) and NRC (Kilpatrick et al., 2001) and support the development of mathematical competence.

Authors

• Clare Valerie Bell, University of Missouri - Kansas City

• Stephen J. Pape, Johns Hopkins University