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Article de revue:
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ID no. (ISBN etc.): 0022-0671
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Clé de citation BibTeX: Ding2007
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Ding, M., Piccolo, D., Kulm, G., & Li, X. (2007). Teacher interventions in cooperative-learning mathematics classes. Journal of Educational Research, 100(3), pp. 162–175.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:03 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:06:44
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: Cooperative Learning, cooperative learning mathematics classes, Mathematics Education, School Learning, student cognitive performance, teacher interventions, Teaching Methods
Auteurs: Ding, Kulm, Li, Piccolo
Collection: Journal of Educational Research
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Nombre de vues: 368
Popularité: 33.36%
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Résumé
The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher intervention length, choice and frequency, and intervention. The results show the differences of teacher interventions to improve students' cognitive performance. The authors explained how to balance peer resource and students' independent thinking and how to use peer resource to improve students' thinking. Finally, the authors suggest detailed techniques to address students' thinking, such as identify, diversify, and deepen their thinking. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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