Tailoring Instructional Supports to the Demand of Mathematical Tasks

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-13 - Research in Mathematics Education SIG Poster Session

Abstract

A number of pedagogical strategies, techniques, and moves have been proposed to support teachers so that they can deliberately incorporate students’ ideas in teaching mathematics. These pedagogical resources can improve teaching in different ways, but they are often described in generic terms without being differentiated by mathematical tasks being taught. Using the empirical evidence drawn from the instructional interactions managed by the same teacher teaching four mathematical tasks to multiple cohorts of students, this paper argues that instructional supports provided to students need to be tailored to the structure of mathematical task and be responsive to the difficulties that students face with the particular mathematical task.

Author

• Minsung Kwon, California State University - Northridge