Fisher & Castro Superfine (2013)

From MathEd.net Wiki
Jump to navigation Jump to search

Analyzing Teacher Instructional Moves Around High-Level Tasks: Implications for Curriculum Design

Abstract

Despite the growing research on how teacher instructional moves support or inhibit students in engaging with a task at a high level of cognitive demand, it is unclear how to design teacher materials in ways that support teachers in making instructional moves that bolster student task engagement at a high level. This case study presents an analysis of one teacher’s instructional moves as she used the Intensified Algebra curriculum in a double period high school algebra classroom. By analyzing the transcripts of several lesson enactments, we found that this teacher’s debrief episodes tend to start out with high-level communication moves but shift into low-level moves by the end of the episode or debrief period. This finding suggests that the teacher materials should be revised to include more information about how to engage in high level communication moves during debrief segments.

Also

APA
Fisher, A., & Castro Superfine, A. (2013). Analyzing teacher instructional moves around high-level tasks: Implications for curriculum design. In M. V. Martinez & A. Castro Superfine (Eds.), Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 82–85). Chicago, IL: University of Illinois at Chicago. Retrieved from http://pmena.org/2013/proceedings.html
BibTeX
@inproceedings{Fisher2013,
address = {Chicago, IL},
author = {Fisher, Amanda and {Castro Superfine}, Alison},
booktitle = {Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education},
editor = {Martinez, Mara V. and {Castro Superfine}, Alison},
keywords = {curriculum,high school education,instructional activities and practices},
pages = {82--85},
publisher = {University of Illinois at Chicago},
title = {{Analyzing teacher instructional moves around high-level tasks: Implications for curriculum design}},
url = {http://pmena.org/2013/proceedings.html},
year = {2013}
}