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Teacher Attributes and School Context: What Are the Barriers to Discourse in Elementary Mathematics?
Peer reviewed
Download full textLee, Carrie W.; Walkowiak, Temple A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers' lessons while school SES and perceived levels…
Descriptors: Teacher Characteristics, Context Effect, Institutional Characteristics, Barriers
Wickstrom, Megan H. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
This article is a report on the findings of three case studies that focused on elementary teachers' in-the-moment noticing across a month of instruction. Extending Jacobs and her colleagues' framework (Jacobs, Lamb, and Philipp, 2010), this articles categorizes the mediums (i.e., written accounts, verbal interactions, physical strategies) by which…
Descriptors: Case Studies, Mathematics Instruction, Elementary School Teachers, Mathematical Logic
