ERIC Number: ED389619
Record Type: RIE
Publication Date: 1995-Oct
An Analysis of the Teacher's Proactive Role in Redescribing and Notating Students' Explanations and Solutions.
McClain, Kay; Whitenack, Joy
The analysis reported in this paper is part of a year-long first-grade teaching experiment and focuses on the teacher's proactive role in supporting students' mathematical growth in an inquiry mathematics classroom. Within the project classroom, the teacher often redescribed and notated students' responses so that what students had done mathematically might become an explicit topic of conversation. As part of this process, she frequently introduced either informal or conventional notation to record students' explanations of their mathematical activity. The introduction of these notational schemes led to students' development of ways of notating their own reasoning. In this way, the notation emerged from the students' activity while supporting shifts in their mathematical development. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.