Using cogenerative dialogue to incorporate students’ perspectives about their experiences in a mathematics classroom in an urban school
Tipo de documento
Autores
Lista de autores
Id-Deen, Lateefah.
Resumen
The consistent underachievement of African American students in mathematics warrants an investigation into their perspectives of the types of teaching and learning that promote effective learning environments for them. There is a growing body of research that examines students’ perspectives of their experiences in mathematics classrooms (Stinson, 2008; Terry & McGee, 2012). This paper adopts a critical perspective of an on-going empirical study to showcase the use of students’ perspective in a middle school mathematics classroom. This study will help gain a better understanding of how to better support students through their experiences in their mathematics classroom with cogenerative dialogue. As such, this study has important implications for students’ success in mathematics in urban schools.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Etnia-raza | Motivación | Reflexión sobre la enseñanza | Rendimiento | Tipos de metodología
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
181 - 187
Referencias
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