Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/3650
Title: | Tupelo Enacted: How Teachers Shape Learning Opportunities in Middle Grades Mathematics |
Authors: | Orrill, Chandra Hawley Anthony, Holly Garrett Izsák, Andrew Singleton, Ernise |
Issue Date: | Jun-2006 |
Publisher: | International Society of the Learning Sciences |
Citation: | Orrill, C. H., Anthony, H. G., Izsák, A., & Singleton, E. (2006). Tupelo Enacted: How Teachers Shape Learning Opportunities in Middle Grades Mathematics. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 968-969). Bloomington, Indiana, USA: International Society of the Learning Sciences. |
Abstract: | Building from the triangle of interactions outlined by Cohen and Ball, this study considers the implications of enactment for student learning opportunities in three classrooms. Data included classroom videotapes and teacher interviews that allowed the researchers to understand the implications of three different enactments of the same open-middle mathematics problem. . The findings highlight implications of different implementations for the mathematical concepts that students had opportunities to learn in each classroom. |
URI: | https://doi.dx.org/10.22318/icls2006.968 https://repository.isls.org//handle/1/3650 |
Appears in Collections: | ICLS 2006 |
Files in This Item:
File | Size | Format | |
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968-969.pdf | 124.82 kB | Adobe PDF | View/Open |
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