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ERIC Number: EJ1134834
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-5300
EISSN: N/A
Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions
Polly, Drew
Research in the Schools, v23 n2 p61-71 Fall 2016
Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school teachers' enactment of mathematical tasks and questions. The author conducted 21 to 30 observations in each classroom during lessons over the course of 1 year. Data were analyzed for each quarter (9-week period) of the school year by examining the types of tasks and questions posed. In order to examine potential relationships among participants, tasks, and questions, chi-square tests for independence were conducted. Findings indicated that each teacher implemented different types of tasks and questions from the other teachers in the school. Further, findings revealed an increase in the percentage of high-level tasks and questions posed in the first 3 quarters of the school year, but all teachers posed lowlevel tasks in the final quarter of the year. Implications for future research include examining the influence of mathematical tasks on student learning and determining ways to support teachers' use of high-level mathematical tasks during the end of the year while preparing for high stakes tests.
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A