Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change

被引：38

作者：

Jacobs, Jennifer ^{[1
]}

Scornavacco, Karla ^{[2
]}

Harty, Charis ^{[1
]}

Suresh, Abhijit ^{[1
]}

Lai, Vivian ^{[3
]}

Sumner, Tamara ^{[1
]}

机构：

[1] Univ Colorado Boulder, Inst Cognit Sci, 594 UCB, Boulder, CO 80309 USA

[2] Univ Colorado Boulder, Sch Educ, 249 UCB, Boulder, CO 80309 USA

[3] Univ Colorado Boulder, Dept Comp Sci, 430 UCB, Boulder, CO 80309 USA

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 112卷

基金：

美国国家科学基金会;

关键词：

Accountable talk; Classroom discourse; Talk moves; Teacher professional development; Automated feedback; Instructional change; MATH-TALK; DISCOURSE; QUALITY; NORMS;

D O I：

10.1016/j.tate.2022.103631

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Talk moves can promote conversations that enable students' equitable participation in a rigorous learning environment. This study examined teachers' perceptions of the usability, utility, and accuracy of a web-based application that provides automated feedback on their use of talk moves. Pilot data from 21 teachers indicates mainly positive perceptions, with a trend of increasing talk moves despite variability in teachers' use of the application. A case study of the most frequent user illustrates an ideal use case. Overall, these findings point to the promise of automated tools to support meaningful professional learning opportunities for teachers, leading to instructional change. (c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：13

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