Research behind the Best Evidence Synthesis

Item number
BES021

BES selection
Mathematics BES

Format
Journal article

Title
Low performing students and teaching fractions for understanding : an interactions analysis

Author
Empson, Susan B

Publisher
National Council of Teachers of Mathematics

Publishing Year
2003

Source
Journal for research in mathematics education, v.34 n.4 p.305-343

ISSN
00218251

Subject
Curriculum

Descriptors
Curriculum ; Mathematics teaching ; Mathematics education ; Junior school ; Primary education ; Underachievement ; Mathematics skills

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

How to obtain
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Abstract
This article presents an analysis of two low-performing students' experiences in a first grade classroom oriented toward teaching mathematics for understanding. Combining constructs from interactional sociolinguistics and developmental task analysis, I investigate the nature of these students' participation in classroom discourse about fractions. Pre- and post-instruction interviews documenting learning and analysis of classroom interactions suggest mechanisms of that learning. I propose that three main factors account for these two students' success: use of tasks that elicited the students' prior understanding, creation of a variety of participant frameworks (Goffman, 1981) in which the students were treated as mathematically competent, and frequency of opportunities for identity-enhancing interactions. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES