Teacher Practices That Promote Productive Dialogue and Learning in Mathematics Classrooms

• In Event: The Role of Teacher Practice in Promoting Academically Productive Student Dialogue: Past, Present, and Future

Abstract

Our interests in identifying the nature of student participation in mathematics discussions that is most predictive of student learning and other student outcomes, and the ways in which teachers can support students to participate in these productive ways grew out of two research threads. One is cooperative learning, especially the links between the dynamics of small-group work and student achievement (O’Donnell, 2006; Webb & Palincsar, 1996). Multiple decades of work revealed that interpersonal student behavior (e.g., giving elaborated explanations) benefits student learning; teachers can prepare students for cooperative work (e.g., setting ground rules, practicing communication); and teachers’ interaction with students (e.g., giving directive help vs. asking students questions) impacts how students’ interaction (Bossert, 1998; Gillies, 2004, 2006; O’Donnell, 2006; Webb et al., 2009). It became increasingly clear, however, that understanding how interactional processes shape student learning requires a greater focus on teacher practices and a more comprehensive view of classroom structures (e.g., whole-class discussion as well as cooperative groupwork).

The second research thread, from mathematics education, centers on supporting teachers to use the development of children’s mathematical thinking to make instructional decisions (i.e. Carpenter et. al, 1989; Lampert, 1990). Early studies, building on a decade of work investigating how children solve mathematics problems (Carpenter, 1985; Riley & Greeno, 1988), showed links between student achievement and teachers’ knowledge and use of the development of children’s thinking (Carpenter et al, 1988); and that professional development focused on the children’s mathematical thinking changed teacher knowledge and beliefs, and impacted student achievement (Franke et. al., 2001; Wilson & Berne, 1999). This research led to many studies focused on the use and benefits of children’s mathematical thinking. Yet, more work was needed to gain insights into the specific practices teachers use to support student participation and learning.

Our current work brought together these two threads. Through analysis of most or all whole-class and small-group interactions of students and teachers in multiple classrooms, we found: (1) explaining one’s thinking and engaging with others’ ideas predict student achievement, (2) teacher practices, especially how teachers invite students’ participation and then follow up, shape student participation. In particular, in their moment-to-moment interactions with students, teachers can press students to detail other students’ thinking, provide scaffolding to help students understand and engage with others’ ideas, and position students as competent contributors to discussions (Franke et al., in press; Webb et al., 2014).

Our next steps include:
• Investigating the role of teacher practices and student participation for a more comprehensive set of student outcomes, including self-perceptions about their competence and potential for the future
• Investigating classroom norms and in-the-moment teacher practices that meet the needs of the range of student backgrounds in the classroom
• Studying how professional development incorporating these ideas influences teacher learning, instructional practices, and student learning
• Investigating the challenges that teachers may face when trying to implement these practices—especially among teachers who are not yet committed to, or have experience in, using student thinking to inform their own instruction

Authors

• Noreen M. Webb, University of California - Los Angeles

• Megan L. Franke, University of California - Los Angeles

• Marsha M. Ing, University of California - Riverside

• Angela Chan Turrou, University of California - Los Angeles

• Nicholas Charles Johnson, University of California - Los Angeles

• Joy Zimmerman, University of California - Los Angeles