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Scaffolding Students' Opportunities to Learn Mathematics through Social Interactions
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Bell, Clare V.; Pape, Stephen J. – Mathematics Education Research Journal, 2012
In this study, we take a sociocultural perspective on teaching and learning to examine how teachers in an urban Algebra 1 classroom constructed opportunities to learn. Drawing on analyses of discourse practices, including videotaped classroom lessons as well as other classroom artifacts and telephone interviews, we describe ways that two teachers…
Descriptors: Mathematics Instruction, Scaffolding (Teaching Technique), Algebra, Mathematics Teachers
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning from Colleagues in a Mathematics Teacher Community
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Horn, Ilana Seidel – Teachers College Record, 2010
Background/Context: Research shows that teachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individuals' approaches to teaching and their responses to reform. Focus of Study: To understand how interactions with colleagues support teachers'…
Descriptors: Informal Education, Participant Observation, Ethnography, Teacher Collaboration
A Case for Programed Instruction: Individualizing Instruction for Urban Students
Molaro, A. D. – Audiovisual Instruction, 1974
Author discusses how he introduced a mix of traditional and programed instructional methods to the problem of teaching algebra to a slow-track ninth grade class which contained many inner city learning problems. (Author)
Descriptors: Algebra, Diagnostic Teaching, Educational Technology, Grade 9