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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2020.6
- 수록면
- 63 - 92 (30page)
- DOI
- http://doi.org/10.7468/jksmed.2020.23.2.63
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초록· 키워드
오류제보하기
Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students’ thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.
목차
등록된 정보가 없습니다.
참고문헌 (38)
참고문헌 신청
Adhami, M. / 2001 / Responsive questioning in a mixed-ability group / Support for learning 16(1):28~34
Almeida, P. A. / 2010 / Can I ask a question? The importance of classroom questioning / Procedia-Social and Behavioral Sciences 31:634~638
Boaler, J. / 2008 / Creating mathematical futures through an equitable teaching approach : The case of Railside School / The Teachers College Record 110(3):608~645
Boston, M. D. / 2009 / Transforming secondary mathematics teaching : Increasing the cognitive demands of instructional tasks used in teachers' classrooms / Journal for Research in Mathematics Education 40(2):119~156
Brodie, K. / 2010 / Working with learners’ mathematical thinking : Towards a language of description for changing pedagogy / Teaching and Teacher Education 27(1):174~186
Almeida, P. A. / 2010 / Can I ask a question? The importance of classroom questioning / Procedia-Social and Behavioral Sciences 31:634~638
Boaler, J. / 2008 / Creating mathematical futures through an equitable teaching approach : The case of Railside School / The Teachers College Record 110(3):608~645
Boston, M. D. / 2009 / Transforming secondary mathematics teaching : Increasing the cognitive demands of instructional tasks used in teachers' classrooms / Journal for Research in Mathematics Education 40(2):119~156
Brodie, K. / 2010 / Working with learners’ mathematical thinking : Towards a language of description for changing pedagogy / Teaching and Teacher Education 27(1):174~186
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