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Soutter, Madora; Clark, Shelby – Journal of Education, 2023
Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the…
Descriptors: Discussion (Teaching Technique), Risk, Intellectual Development, Classroom Communication
Elena Castro Rodríguez; María D. Torres González; Marina Maniega Fernández – European Early Childhood Education Research Journal, 2024
This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response,…
Descriptors: Preschool Teachers, Problem Solving, Mathematics Instruction, Instructional Materials
Patrik Gustafsson – International Journal of Science and Mathematics Education, 2024
In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks,…
Descriptors: Mathematics Education, Classroom Communication, Audience Response Systems, Mathematics Instruction
Watkins, Jessica; Manz, Eve – Science Education, 2022
Science education researchers have highlighted how uncertainty can foster meaningful scientific sense-making, supporting students to re-evaluate their understandings of scientific phenomena and pursue deeper causal accounts. However, facilitating whole-class conversations motivated by uncertainty is complex and challenging, calling for further…
Descriptors: Decision Making, Ambiguity (Context), Science Education, Classroom Communication
Chiara Giberti; Ferdinando Arzarello; Silvia Beltramino; Giorgio Bolondi – Educational Studies in Mathematics, 2025
Whole-class mathematical discussion in a problem-solving activity is recognized as a powerful pedagogical activity but also a challenge for teachers who must consider several difficulties that learners might face, particularly in terms of an overload of Working Memory and Executive Functions. This study investigates how the use of a digital…
Descriptors: Mathematics Education, Discussion (Teaching Technique), Mathematics Instruction, Classroom Communication
Oduho G. B. Soforon; Svein A. Sikko; Solomon A. Tesfamicael – Pythagoras, 2024
The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers…
Descriptors: Private Schools, Mathematics Instruction, Teaching Methods, Problem Solving
Kooloos, Chris; Oolbekkink-Marchand, Helma; van Boven, Saskia; Kaenders, Rainer; Heckman, Gert – Journal of Mathematics Teacher Education, 2022
Often, mathematics teachers do not incorporate whole-class discourse of students' various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students' thinking and develop their collective construction of mathematics. This study explores the…
Descriptors: Mathematics Teachers, Mathematics Instruction, Classroom Communication, Decision Making
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
Emre-Akdogan, Elçin – Electronic Journal for Research in Science & Mathematics Education, 2023
This study explores high school students' and their mathematics teachers' mathematical discourses on the equal sign and variables in the classroom context. The participants in this case study were ninth graders and their mathematics teachers. The data were analyzed in terms of participants' routines, specifically ritual and explorative routines in…
Descriptors: Mathematics Instruction, High School Students, Problem Solving, Equations (Mathematics)
Emily A. Mainzer – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Whole-class discussion of open mathematics tasks is an instructional practice K-12 mathematics educators report has the potential to engage all learners. Because this practice has not been extensively and systematically researched, this study aims to describe and analyze the engagement and experience of learners in open mathematics tasks. Drawing…
Descriptors: Mathematics Instruction, Teaching Methods, Classroom Communication, Mathematics Activities
Wessman-Enzinger, Nicole M.; Mooney, Edward S. – International Journal of Mathematical Education in Science and Technology, 2021
In this article, we report the findings of a study conducted with 6 Grade 8 students in the United States. The students posed stories for open number sentences involving addition and subtraction of integers. We analysed the stories posed by the students to build models that describe the conceptual structures behind these posed stories -- the…
Descriptors: Addition, Subtraction, Mathematics Instruction, Numbers
Prem Phyak; Janak Singh Negi; Devi Ram Acharya – ELT Journal, 2024
This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n = 88) and interviews (n = 6) with public-school EFL teachers. The findings show that speaking,…
Descriptors: Action Research, Language Teachers, English (Second Language), Second Language Learning
Hoon, Teoh Sian; Singh, Parmjit – Asian Journal of University Education, 2019
There are challenges in teaching research methodology as highlighted by many researchers. Among the challenges are strategies for putting material in context. For achieving this purpose, students' engagement in the learning process needs to be re-looked. This paper shares on a practice engaging students in a research methodology class. The…
Descriptors: Foreign Countries, Research Methodology, Teaching Methods, Constructivism (Learning)
Zhan, Zehui; He, Guoqing; Li, Tingting; He, Luyao; Xiang, Siyu – Journal of Computer Assisted Learning, 2022
Background: Group size is one of the important factors that affect collaborative learning, however, there is no consensus in the literature on how many students should the groups be composed of during the problem-solving process. Objectives: This study investigated the effect of group size in a K-12 introductory Artificial Intelligence course by…
Descriptors: Cognitive Ability, High School Students, Cooperative Learning, Artificial Intelligence