ERIC Number: EJ1144695
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 72
A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics
Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q.
Journal of Mathematics Education at Teachers College, v8 n1 p7-18 Spr 2017
We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the presentation of two teaching vignettes, we highlight key features of mathematics instruction that seem to differentiate students' OTL. These features are nested under four key dimensions in our OTL framework: "the teacher's mathematical knowledge for teaching" ("MKT"), how "time" is utilized in the lesson, the mathematical "tasks" implemented with students, and the nature of the mathematical "talk" in which students engage. We discuss implications for the use of the framework as well as its shortcomings.
Descriptors: Mathematics Instruction, Vignettes, Models, Knowledge Base for Teaching, Teaching Methods, Educational Opportunities, Fractions, Mathematical Concepts, Grade 3, Grade 4, Elementary School Teachers, Elementary School Students, Elementary School Mathematics, Video Technology, Mixed Methods Research, Time Factors (Learning)
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Authoring Institution: N/A