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Direct linkNi, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong – Cognition and Instruction, 2014
This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…
Descriptors: Teacher Student Relationship, Cognitive Ability, Task Analysis, Mathematics Instruction
Richland, Lindsey Engle – Cognition and Instruction, 2015
Deictic linking gestures, hand and arm motions that physically embody links being communicated between two or more objects in the shared communicative environment, are explored in a cross-cultural sample of mathematics instruction. Linking gestures are specifically examined here when they occur in the context of communicative analogies designed to…
Descriptors: Foreign Countries, Nonverbal Communication, Role, Mathematics Instruction
Pino-Pasternak, Deborah; Whitebread, David; Tolmie, Andrew – Cognition and Instruction, 2010
This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent-child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their…
Descriptors: Reading Comprehension, Metacognition, Parent Child Relationship, Foreign Countries
