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González, Gloriana; DeJarnette, Anna F. – Cognition and Instruction, 2015
Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…
Descriptors: Teaching Methods, Groups, Scaffolding (Teaching Technique), Geometry
Herbst, Patricio; Nachlieli, Talli; Chazan, Daniel – Cognition and Instruction, 2011
This article presents a way of studying the rationality that mathematics teachers utilize in managing the teaching of theorems in high-school geometry. More generally, the study illustrates how to elicit the rationality that guides teachers in handling the demands of teaching practice. In particular, it illustrates how problematic classroom…
Descriptors: Evidence, Video Technology, Cartoons, Mathematics Teachers
Staples, Megan – Cognition and Instruction, 2007
Recent mathematics education reform efforts call for the instantiation of mathematics classroom environments where students have opportunities to reason and construct their understandings as part of a community of learners. Despite some successes, traditional models of instruction still dominate the educational landscape. This limited success can…
Descriptors: Educational Strategies, Academic Achievement, Educational Change, Mathematics Education
Horn, Ilana Seidel – Cognition and Instruction, 2005
To investigate teachers' everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers' conversations highlighted 3 key resources for learning: (a) reform artifacts oriented the teachers' attention to key concepts of…
Descriptors: Secondary Education, Secondary School Mathematics, Educational Change, Experiential Learning