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Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations

Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations

Authors :
Ding, Meixia
Hassler, Ryan
Li, Xiaobao
Source :
International Journal of Mathematical Education in Science and Technology. 2021 52(8):1195-1224.
Publication Year :
2021

Abstract

Instructional principles gleaned from cognitive science play a critical role in improving classroom teaching. This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers' early algebra lessons in the U.S. Based on the analysis of 32 videotaped lessons of inverse relations, we found that most teachers spent sufficient class time on worked examples; however, some lessons included repetitive examples that also included irrelevant practice problems. Most teachers also situated new teaching in concrete contexts, which were faded into abstract representations. However, connections between concrete and abstract were not always made. The largest challenge was rooted in teachers' inability to ask deep questions that elicited students' deep explanations. Some teachers focused on key words and provided students with direct explanations. Implications are discussed.

Details

Language :
English
ISSN :
0020-739X
Volume :
52
Issue :
8
Database :
ERIC
Journal :
International Journal of Mathematical Education in Science and Technology
Publication Type :
Academic Journal
Accession number :
EJ1305151
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1080/0020739X.2020.1749319