Impact of Teachers' Identification of Written Mathematical Points on Students' Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/in	Atanga, Napthalin A.
Titel	Impact of Teachers' Identification of Written Mathematical Points on Students' Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Identification; Teacher Influence; Mathematics Education; Elementary School Teachers; Mathematics Instruction; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	I examined the relationship between teachers' identification of mathematical points in written lessons and students' mathematical learning opportunities. Lessons in teachers' guides and classroom instruction were analyzed for written mathematical points and those articulated by teachers during instruction. Teachers who appropriately identified written mathematical points together with suggested curricular resources to realize them had a positive impact on students' mathematical learning opportunities. Positive impact was influenced by the teacher's ability to appropriately identify the role of available curricular resources in supporting the achievements of written mathematical points, recognize relationships between suggested activities and curricular resources toward written mathematical points, and develop a productive mathematical storyline. [For the complete proceedings, see ED630060.] (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	2024/1/01