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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.
Appears in Collections:ICLS 2006

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