Middle-school mathematics teachers' provision of non-examples and explanations in rational number instruction
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Access Rights
info:eu-repo/semantics/openAccess
Abstract
This study explored four middle-school mathematics teachers' provision of non-examples and instructional explanations in teaching rational numbers to seventh-grade students. The data sources were 8 lesson hours of observations conducted in four different classrooms. Yin's [(2018). Case study research and applications: Design and methods (6th ed.). Sage] cross-case synthesis technique was used to code the four teachers' non-examples. Charalambous et al.'s [(2011). Prospective teachers' learning to provide instructional explanations: How does it look and what might it take? Journal of Mathematics Teacher Education, 14(6), 441-463. https://doi.org/10.1007/s10857-011-9182-z] criteria were used to code their instructional explanations. The findings showed that the four teachers seldom used nonexamples of rational numbers in their classrooms and provided lowquality instructional explanations to their students. The implications for improving teachers' provision of non-examples and instructional explanations are discussed.
Description
Keywords
Middle-school Mathematics Teachers, Non-examples, Instructional Explanations, Rational Numbers
Journal or Series
International Journal of Education in Mathematics
WoS Q Value
N/A
Scopus Q Value
N/A
Volume
-
Issue
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