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ERIC Number: EJ1060469
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0022-0973
Does Time Matter in Improving Mathematical Discussions? The Influence of Mathematical Autonomy
Kosko, Karl W.; Wilkins, Jesse L. M.
Journal of Experimental Education, v83 n3 p368-385 2015
Facilitating students' transition from less to more mathematically productive engagement in discussions is an important area of investigation. Research on mathematical whole-class discussions has consistently identified facilitating students' mathematical autonomy as a central component of this transition. Additionally, research commonly infers such transitions take time to manifest. The present study examined students' perceived mathematical autonomy and perceived engagement in mathematical discussions over a half year of school. Using hierarchical linear growth-curve modeling, the authors found that although it may take time for students to transition into more mathematically productive engagement in discussions, it may be the development of their mathematical autonomy, rather than mere exposure over time, that facilitates this transition.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A