PME-NA

Analyzing Algebra Lessons: Explicit Foci, Moderate Connections, and Rare Rationales

• In Event: Poster Session #2

Description

Students often ask why they need to learn mathematics and many educators' common answers appeal to the value of mathematics broadly, but to what extent do teachers provide rationales for learning specific content at the lesson level? In this study, based on multiple lesson observations from 46 different Algebra 1 classrooms, results are shared with regard to three variables: Lesson Focus (what is to be learned), Lesson Connections (links to past or future content), and the aforementioned Lesson Rationale (why is today's lesson worth learning). Teachers were found to be highly explicit about the Focus but the vast majority of lessons did not contain a Rationale, and when they did it was usually a brief appeal to an upcoming test or a real-world application. Lesson Connections varied by teacher but may be associated somewhat with Rationale.

Authors

• Olumide Banjo, University of Missouri, Columbia, MO

• Samuel Otten, University of Missouri at Columbia

• Zandra de Araujo, University of Missouri

• Amber Grace Candela, University of Missouri - St. Louis