Centering Children in Mathematics Education Classroom Research

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-9 - STEM Education in Local Contexts

Abstract

Drawing on a three-year interpretive study that followed a cohort of children from prekindergarten to Grade 1, this longitudinal multiple case study of two children demonstrates that descriptions of classroom practices that use teachers as focal points do not adequately capture the mathematical experiences of individual children. Drawing on Chi’s (2009) Interpretive-Constructive-Active-Passive framework, the analysis showed that one of the two focal children did not engage in whole class activities at the same levels as the most vocal students. In addition, this same student’s consistent on-task behavior contributed, surprisingly, to her lower levels of engagement, while the other student’s off-task behavior sometimes contributed to higher levels of engagement. This suggests a need for more study of students’ unique classroom experiences.

Author

• Amy Noelle Parks, Michigan State University