- \n
- How do experienced mathematics teachers monitor groupwork?<\/li>\n
- What is the relationship between the nature of teachers\u2019 interactions with the small groups and the nature of the groups’ conversations before and after the interaction with the teacher?<\/i><\/li>\n<\/ul>\n
How Are We Addressing Our Research Questions?<\/b><\/p>\n
For our first research question, we offer a framework for teachers’ monitoring routines as a sequence of moves.\u00a0We use this framework to\u00a0examine teachers\u2019 interactions with student groups and teachers’\u00a0overarching circulation patterns.<\/p>\n
We build on this framework to better understand the choices teachers make regarding:<\/p>\n
- \n
- ways of moving among students and conversational\u00a0initiation<\/em><\/li>\n
- conversational\u00a0entry<\/em><\/li>\n
- the\u00a0focus\u00a0<\/em>of the interaction<\/li>\n
- when and how to\u00a0exit\u00a0<\/em>the interaction<\/li>\n
- conversation\u00a0participation\u00a0<\/em>patterns<\/li>\n<\/ul>\n<\/ul>\n
For our second research question, we plan to follow small-group conversations\u00a0throughout the lesson and learn whether interactions with the teacher disrupt or reproduce issues of status and inequitable participation, and whether these interactions with the teacher leverage students mathematical talk.<\/p>\n
So What?<\/b>
\nWhile supports exist to aid teachers in building student-centered classrooms, this analysis highlights key points in this work, uncovering the complexity of circulation and interactions during students\u2019 group work. As we better understand these patterns and their relation to student learning, we can develop clearer ways to support productive mathematical talk during this crucial phase of lessons.<\/p>\n![\"1\"](\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2988\/2019\/02\/1.jpg\")
![\"2\"](\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2988\/2019\/02\/2.jpg\")
<\/p>\n<\/p>\n
<\/b>Presentations<\/b><\/p>\n
- \n
- Ehrenfeld, N., Jasien, L. & Metts, E. (2019, October). Instructional dilemmas during groupwork monitoring – when, where and how (not) to intervene? Burst session at the National Council of Teachers of Mathematics Regional Conference, Nashville, TN.<\/li>\n
- Ehrenfeld, N. & Horn, I. S.* (2019, June). Teacher Monitoring Routines: Understanding Pedagogical Judgments During Students\u2019 Collaborative Learning. International Conference on Computer Supported Collaborative Learning.<\/i> Lyon, France.<\/li>\n
- Ehrenfeld, N. & Yong, D. (2019, March). Making sense of groupwork. Workshop at Math for America Los Angeles institution. Los Angeles, CA.<\/li>\n
- Ehrenfeld, N., Marshall, S. A., Chen, G. A. (2019, Feb) Teachers\u2019 judgments during students\u2019 groupwork.<\/i> Presented as part of an extended session Toward Emancipatory Pedagogies in the Research, Teaching and Learning of P-20 Mathematics at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Orlando, FL.<\/li>\n
- Ehrenfeld, N., Horn, I. S. (2018, September). Exploring Groupwork Monitoring Routines.<\/i> Invited Participant, Workshop on Diversifying and Deepening Engagement and Learning in STEM: Bringing Together Dutch and U.S. Scholars. The Hague, The Netherlands.<\/li>\n<\/ul>\n
*<\/b>The authors contributed equally to this paper<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"
The Goal During our VFF conversations, we noted that a number of puzzling issues arose during the part of the lesson where teachers handed off the math to students and circulated about the classroom. For this reason, we have pursued a close analysis of this phase of the lesson. Teachers frequently build on group work…<\/p>\n","protected":false},"author":8088,"featured_media":0,"parent":5,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[7,13,9,10,12,15,14,11],"class_list":["post-260","page","type-page","status-publish","hentry","tag-math","tag-math-professional-development","tag-math-teaching","tag-professional-development","tag-stem","tag-stem-education","tag-stem-grants","tag-teacher-learning"],"_links":{"self":[{"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/260","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/users\/8088"}],"replies":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/comments?post=260"}],"version-history":[{"count":23,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/260\/revisions"}],"predecessor-version":[{"id":397,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/260\/revisions\/397"}],"up":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/5"}],"wp:attachment":[{"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/media?parent=260"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/tags?post=260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- conversational\u00a0entry<\/em><\/li>\n
- \n
- ways of moving among students and conversational\u00a0initiation<\/em><\/li>\n