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Morrone Anastasia, Harkness Shelly, D'Ambrosio Beatriz & Caulfield Richard (2004). « Patterns of instructional discourse that promote the perception of mastery goals in a social constructivist mathematics course ». Educational Studies in Mathematics, vol. 56, n° 1, avril, p. 19–38.
Added by: Brigitte Bacconnier (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: Jana Trgalova (27 Mar 2007 14:30:45 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Morrone2004  |
Categories: General Keywords: mathématiques Creators: Caulfield, D'Ambrosio, Harkness, Morrone Collection: Educational Studies in Mathematics |
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| Abstract |
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Elementary education students enrolled in an experimental mathematics course participated in this study. The course is taught using a social constructivistapproach and is designed to improve students’ mathematical problem-solving ability and deepen their understanding of mathematics. The research questionfor the present study is as follows: In what ways does the instructional discourse in a social constructivist college mathematics course influence theperception of mastery goals in the classroom? To determine the extent to whichstudents perceived their classroom to be mastery goal focused, we matched anonymous student comments from end-of-semester course evaluationswith items from the Patterns of Adaptive Learning Scales (PALS). Every class session was videotaped and transcribed, with an emphasis on instructor statements during whole group discussion. The transcripts were analyzed usingthe Observing Patterns of Adaptive Learning (OPAL) instrument. The present study suggests that social constructivist teacher practices promote masterygoals through instructional discourse that supports students as they move toward higher-order mathematical thinking. Specifically, the results suggestthat this was realized through the instructional discourse pattern of scaffolding, pressing for understanding and higher-order-thinking.
Added by: Brigitte Bacconnier Last edited by: Jana Trgalova |