Teacher Practices That Support Student Engagement in Mathematics Classrooms

• In Event: 31.079 - Teaching, Discourse, and Noticing in Mathematics Classrooms

Abstract

Researchers, policy makers, and practitioners increasingly realize that engaging students as active participants in mathematics conversations in classrooms is central to the development of students’ skills and understanding. This study examines the ways in which students engage with each other’s ideas, and the moves teachers may make to facilitate and support students’ engagement with each other’s ideas. We analyzed in depth the teacher and student interaction pertaining to 4th-grade work on number sense activities, solving word problems, and sharing strategies in multiplication and division. The results showed multiple ways in which students engaged with others’ mathematical ideas and both general and specific teacher scaffolding moves that supported each of the types of student engagement.

Authors

• Noreen M. Webb, University of California - Los Angeles

• Megan L. Franke, University of California - Los Angeles

• Angela Chan Turrou, University of California - Los Angeles

• Marsha M. Ing, University of California - Riverside

• Nicholas Charles Johnson, University of California - Los Angeles