Characterizing Autonomy-Supportive and Controlling Teaching Moves as Embedded Within Mathematics Instructional Practices

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-1 - Role of Teachers in Supporting Student Motivation and Learning

Abstract

This video study examines naturally occurring teaching practice in reform-oriented, middle school mathematics classrooms (N = 20) from a developmental, motivational perspective and an instructional, pedagogical perspective. The main objective is to understand teaching practice along autonomy support and mathematics instruction dimensions, which allows for greater variability in characterizing teaching moves or strategies. By doing so, we expand the current understanding of teachers’ support of student motivation within reform-oriented mathematics instructional practice. Here, we report preliminary results from middle school classrooms (N = 5) investigating autonomy-supportive or controlling teaching moves in relation to mathematics instructional practices.

Authors

• Hannah Sung, University of Pittsburgh

• Calli Shekell, University of Pittsburgh

• Tanner LeBaron Wallace, University of Pittsburgh

• Charles Munter, University of Pittsburgh