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Title

Examining Verbal Interactions within Connected Mathematics Classrooms. 

Alternate Title

Presented at the American Educational Research Association  

Year

2010

Publisher

University of Florida 

Author

Pape, S.JK.,  Bell, C.V., et al 

Language

English

Institution

University of Florida 

Department

Mathematics Education 

City

Gainesville, FL 

Abstract

This study examines a classroom connectivity technology (CCT) intervention on classroom interactions and draws connections between classroom-level factors and achievement. Using discourse event-history analysis (Nystrand, Wu, Gamoran, Zeisler, & Long, 2003), classroom interactions of 33 Algebra I classrooms were examined to provide an update on the classroom interactions within this national sample of mathematics classrooms, to investigate differences in interactions between classrooms using CCT and those using graphing calculators only, and to explore the relationship between classroom interactional patterns and student achievement. These Algebra I classrooms are characterized by low-cognitive load questions presented in three-utterance, initiate-respond-evaluate (IRE) turns that elicit brief student responses. This pattern was more prevalent in control classrooms, which provides evidence that the intervention disrupted this typical interactional pattern. Higher-order cognitive load questions, which elicit more developed responses, were associated with higher achievement.

Reference

Report

Keywords

TI-Nspire, CCMS 

Document Content

Pape, S. J., C. V. Bell, et al. (2010). Examining Verbal Interactions within Connected Mathematics Classrooms. American Educational Research Association. Denver, CO.

Available from the first author, spape@ufl.edu
Attachments
Created at 1/25/2011 2:59 PM  by SP017\rfoshay 
Last modified at 1/25/2011 2:59 PM  by SP017\rfoshay