Peer reviewed
Download full textERIC Number: ED583793
Record Type: Non-Journal
Publication Date: 2016-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
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Teacher Attributes and School Context: What Are the Barriers to Discourse in Elementary Mathematics?
Lee, Carrie W.; Walkowiak, Temple A.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016)
This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers' lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community. [For the complete proceedings, see ED583608.]
Descriptors: Teacher Characteristics, Context Effect, Institutional Characteristics, Barriers, Elementary School Mathematics, Beliefs, Socioeconomic Influences, Discourse Communities, Classroom Communication, Classroom Techniques, Discussion (Teaching Technique), Knowledge Base for Teaching, Beginning Teachers, Outcome Measures, Demonstrations (Educational), Educational Practices, Statistical Analysis, Regression (Statistics)
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1118894
Author Affiliations: N/A
