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Webb, Noreen M.; Ing, Marsha; Burnheimer, Eric; Johnson, Nicholas C.; Franke, Megan L.; Zimmerman, Joy – Education Sciences, 2021
Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a…
Descriptors: Group Dynamics, Cooperative Learning, Problem Solving, Mathematics Instruction
Webb, Noreen M.; Franke, Megan L.; Johnson, Nicholas C.; Ing, Marsha; Zimmerman, Joy – Mathematical Thinking and Learning: An International Journal, 2023
Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one's own thinking and engaging with others' ideas, can promote students' mathematics learning. However, precisely "how" participating in these ways supports learning has not often been examined in…
Descriptors: Mathematics Instruction, Classroom Communication, Problem Solving, Cooperative Learning
Banes, Leslie C.; Ambrose, Rebecca C.; Bayley, Robert; Restani, Rachel M.; Martin, Heather A. – Journal of Language, Identity, and Education, 2018
This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students' opportunities to speak, equitable…
Descriptors: Mathematics Instruction, Elementary School Students, Mathematics Tests, Problem Solving