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Direct linkAlibali, Martha W.; Nathan, Mitchell J.; Wolfgram, Matthew S.; Church, R. Breckinridge; Jacobs, Steven A.; Johnson Martinez, Chelsea; Knuth, Eric J. – Cognition and Instruction, 2014
This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified "linking episodes"--segments of discourse in which the teacher connected mathematical ideas. For each…
Descriptors: Mathematics Instruction, Teaching Methods, Middle School Students, Middle School Teachers
Nathan, Mitchell J.; Kim, Suyeon – Cognition and Instruction, 2009
Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations--questions and provocative statements--made by the teacher over a four-day algebra lesson. Analyses showed how the teacher…
Descriptors: Student Attitudes, Student Participation, Middle Schools, Mathematics Instruction
Peer reviewedNathan, Mitchell J.; Knuth, Eric J. – Cognition and Instruction, 2003
This study compared flow of information and peer- and teacher-directed scaffolding evident in whole class discussions during Years 1 and 2 of a middle school mathematics teacher's efforts to change classroom practices. Results showed that in Year 2, the teacher removed herself as the analytic center to invite greater student participation.…
Descriptors: Change Strategies, Discourse Analysis, Elementary School Mathematics, Group Discussion
Peer reviewedNathan, Mitchell J.; Koedinger, Kenneth R. – Cognition and Instruction, 2000
Examined beliefs of elementary, middle, and high school mathematics teachers regarding algebra development. Found that teachers held a symbol-precedence view of student mathematical development. High school teachers were most likely to hold the symbol-precedence view and made the poorest predictions of students' performance, whereas middle school…
Descriptors: Algebra, Beliefs, Elementary School Teachers, Middle School Teachers
