A Video-Based Category System for Identifying Adaptive Teaching Interactions in Elementary Mathematics

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Learning in Context: Cognitive, Motivational, and Technological Pathways Across Diverse Educational Landscapes

Abstract

Despite growing attention to adaptive teaching, systematic identification and empirical evidence of moment-to-moment adaptive responses in authentic classroom interactions remains underdeveloped. Building on frameworks from scaffolding to contingent teaching (Van de Pol et al., 2010; Parsons et al., 2018), this study develops a comprehensive category system for micro-level adaptive teaching behaviors in elementary mathematics. Video data from eight teachers were analyzed using qualitative content analysis with MaxQDA employing multiple camera perspectives during mathematics lessons to capture multimodal teacher-student interactions. Results reveal six main dimensions of adaptive responses, distinguishing between adaptive-modifying actions (e.g., strategic scaffolding adaptations) and stabilizing-maintaining actions (e.g., encouraging persistence). This empirically-grounded categorization provides a foundation for teacher preparation programs and highlights human adaptivity's role amid educational technology integration.

Authors

• Anne-Kathrin Buttchereyt, Bergische University St Wuppertal

• Claudia Kastens, University of Wuppertal