Exposing the mathematical differences between enactments of the same written lesson
Files
Accepted manuscript
Date
2016-04
DOI
Authors
Richman, Andrew
Dietiker, Leslie
Brakoniecki, Aaron
Version
OA Version
Citation
A. 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
Abstract
In 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.