Classroom Instructional Practices on Multiple Representation Use in Elementary Mathematics Education

• In Event: Instructional Approaches in Mathematics

Abstract

Concreteness fading is an instructional theory that leverages the benefits of learning from multiple representations while minimizing the difficulties of doing so. The literature acknowledges that the theory is underspecified for teacher use during classroom implementation. We address this gap by qualitatively examining how three elementary school teachers integrate multiple representations into their instruction across several lessons within a mathematics unit. We explore how teachers’ beliefs around using multiple representations intersects with their instructional practices. In doing so, we capture the complexities teachers face on structuring multiple representational use during classroom-based learning. From these findings, we synthesize implications on what learning goals are supported through sequencing representations according to concreteness fading theory, and what additional questions remain to be answered.

Authors

• Rosanne Lily Luu, University of Wisconsin - Madison
  Presenting Author

• Martina A. Rau, University of Wisconsin - Madison
  Non-Presenting Author