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dc.contributor.authorRichman, Andrewen_US
dc.contributor.authorDietiker, Leslieen_US
dc.contributor.authorBrakoniecki, Aaronen_US
dc.coverage.spatialWashington, DCen_US
dc.date.accessioned2017-11-16T14:31:33Z
dc.date.available2017-11-16T14:31:33Z
dc.date.issued2016-04
dc.identifier.citationA. Richman, L. Dietiker, A. Brakoniecki. 2016. "Exposing the mathematical differences between enactments of the same written lesson." Annual Meeting of the American Educational Research Association. Washington, DC
dc.identifier.urihttps://hdl.handle.net/2144/25610
dc.description.abstractIn this paper we respond to Huntley and Heck’s 2014 call for new conceptual frameworks that recognize mathematical differences between enactments of the same written lessons that stick “closely” to the textbook. We use a mathematical story framework to describe differences in the mathematical development of three enactments of the same algebra 1 lesson by three different experienced teachers. We find and document differences in how the lessons raise questions, sustain inquiry (or not), and progress toward resolution of the questions. These differences influence the overall mathematical and temporal structure of the enactments, which, in turn, affect the student experience and potentially affect student opportunities to learn.en_US
dc.format.extentp. 1-18en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.subjectMathematical differencesen_US
dc.subjectEnactmentsen_US
dc.subjectMathematical storyen_US
dc.titleExposing the mathematical differences between enactments of the same written lessonen_US
dc.typeConference materialsen_US
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: No embargoen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, School of Educationen_US
pubs.publication-statusPublisheden_US
dc.identifier.orcid0000-0002-5331-1334 (Dietiker, L)
dc.identifier.orcid0000-0001-6678-5988 (Brakoniecki, A)


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