ERIC Number: EJ1213756
Record Type: Journal
Publication Date: 2019
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-3997
EISSN: N/A
Status, Equity, and Group Learning in Middle School Math: "I'm Not That Smart."
Carter, Kate
Mid-Western Educational Researcher, v31 n1 p67-104 2019
Teaching middle school mathematics, I have found that classroom dynamics have a profound impact on the quality of mathematical discussion. Wanting to improve classroom discussion in order to better facilitate both small-group and student-driven learning, I started the school year by randomly grouping students every week for their small groups. I then studied student interactions and perceptions of student status, as well as my facilitation of group discussion over the course of the year. In this article, I describe my deep dive into student relationships, classroom culture, and mathematical discourse for one class of seventh grade students.
Descriptors: Middle School Students, Mathematics Instruction, Classroom Communication, Educational Quality, Small Group Instruction, Peer Relationship, Classroom Techniques, Classroom Environment, Discourse Analysis, Grade 7, Teacher Attitudes, Heterogeneous Grouping, Grades (Scholastic), Student Attitudes, Diaries, Academic Ability, Case Studies, Self Concept, Help Seeking, Video Technology, Mathematics Achievement
Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: N/A