Teachers' Decisions on Task Enactment and Opportunities for Students to Learn [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Kim, Ok-Kyeong; Atanga, Napthalin A.
Titel	Teachers' Decisions on Task Enactment and Opportunities for Students to Learn [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Decision Making; Academic Achievement; Fidelity; Instructional Materials; Instructional Design; Elementary School Teachers; Mathematics Teachers; Observation; Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Decision-making; Entscheidungsfindung; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Beobachtung; Interviewing; Interviewtechnik
Abstract	Drawing on data from teachers using various elementary mathematics curriculum programs, this study highlights prevalent decisions teachers make to enact the task from the written curriculum and the potential of such decisions for student learning. In doing so, we examine teachers' instructional design decisions, especially those that teachers make when they face things that are not specified in the curriculum and when they see the need to fill in a gap in the teacher's guide in order to enact the task in their classrooms. We also examine whether such decisions can actually create opportunities for students to learn. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01