Teacher interventions in cooperative-learning mathematical classes/
By: Ding, Meixia.
Contributor(s): Li, Xiaobao | Piccolo, Diana | Kulm, Gerald.
Description: 3 figs.; 7 tables; appendix.ISSN: 0022-0671.Other title: The Journal of Educational Research.Subject(s): COGNITIVE PERFORMANCE | COOPERATIVE LEARNING MATHEMATICS CLASSES | TEACHER INTERVENTIONSDDC classification: 050/D61 Summary: The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher interventional length, choice and frequency, and intervention. The results show the differences of teacher interventions to improve students' cognitive performance. The authors explained how to balance peer resource and students' independent thinking and how to use peer resource to improve students' thinking. Finally, the authors suggest detailed techniques to address students' thinking, such as identify, diversify, and deepen their thinking.| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
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Periodicals Journal Bound
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College Library Periodical Section | GC | AI 050/D61 (Browse shelf) | Available |
The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher interventional length, choice and frequency, and intervention. The results show the differences of teacher interventions to improve students' cognitive performance. The authors explained how to balance peer resource and students' independent thinking and how to use peer resource to improve students' thinking. Finally, the authors suggest detailed techniques to address students' thinking, such as identify, diversify, and deepen their thinking.
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