ERIC Number: ED498545
Record Type: Non-Journal
Publication Date: 2007-Aug
Reference Count: 64
Eliciting Student Thinking in Elementary School Mathematics Classrooms. CRESST Report 725
Franke, Megan L.; Webb, Noreen M.; Chan, Angela; Battey, Dan; Ing, Marsha; Freund, Deanna; De, Tondra
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The importance of student talk in mathematics classrooms figures prominently in curriculum and teaching standards. Student talk is a vehicle for increasing student learning and for helping teachers monitor student understanding and inform student instructional practices. Although researchers have begun to study the moves teachers may make to support students in making their mathematical thinking explicit, sharing out with others and using it as the basis of conversation, much remains to be known about the teacher practices that help students clarify and communicate their mathematical thinking. To learn more about these teacher practices, authors look at what teachers say and do as they engage with their students in mathematical conversation and how students participate in relation to what teachers say and do. This report examines the questions teachers ask and how those questions support students to detail their mathematical thinking. Although all teachers in this study asked students to explain how they solved problems, an important teacher practice for encouraging further student elaboration and giving complete and correct explanations was asking further questions about specific aspects of student answers or explanations. The authors describe the variety of teacher questioning practices and the differences in patterns of student participation that emerged. (Contains 2 footnotes and 7 tables.) [This work was also supported by the Academic Senate on Research, Los Angeles Division, University of California; and the Diversity in Mathematics Education Center for Learning and Teaching (DIME).]
Descriptors: Teaching Methods, Student Participation, Classroom Communication, Elementary School Mathematics, Mathematics Education, Mathematics Instruction, Thinking Skills, Learning Processes, Cognitive Processes, Discussion (Teaching Technique), Teacher Student Relationship, Questioning Techniques
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Education
Sponsor: Spencer Foundation, Chicago, IL.; National Science Foundation, Washington, DC.; WestEd, San Francisco, CA.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Location: California