Teaching Practices for All Learners in the Mathematics Classroom
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In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners’ own sense making, op en ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer’s thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.
Abstract
In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners’ own sense making, op en ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer’s thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.
참고문헌 (15)
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