Leveraging Tutorial Instructional Software to Enhance Classroom Mathematical Discussions: An Exploratory Mixed-Methods Study

Autor/inn/en	Anderson-Pence, Katie L.; Tygret, Jennifer A.; Crocker, Lauren
Titel	Leveraging Tutorial Instructional Software to Enhance Classroom Mathematical Discussions: An Exploratory Mixed-Methods Study
Quelle	In: Educational Research: Theory and Practice, 31 (2020) 3, S.74-93 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Mathematics Instruction; Grade 3; Elementary School Mathematics; Discussion (Teaching Technique); Computer Software; Technology Uses in Education; Correlation; Mathematical Concepts; Concept Formation; Teaching Methods; Interaction; Educational Technology; Manipulative Materials; Computer Simulation; Group Discussion; Questioning Techniques + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Korrelation; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Unterrichtsmedien; Hilfsmittel; Computergrafik; Computersimulation; Gruppendiskussion; Befragungstechnik; Fragetechnik
Abstract	Using a convergent parallel mixed methods design, this exploratory study examined mathematics lessons in two third-grade classrooms to analyze the mathematical classroom discourse when using tutorial instructional software. A chi-square test for independence revealed statistically significant correlations between teachers use of the focusing and revoicing talk moves and student discourse levels of generalization and justification. The qualitative analysis found two major themes: (1) responsive teaching with technology, and (2) using digital representations to question students. From this analysis, the Facilitating Mathematical Discourse with Technology framework emerges connecting three key elements of instruction with technology: the students, the teacher, and the instructional software. The relationships among these elements illustrate the classroom interactions when using technology to enhance classroom mathematical discourse. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01