Sociomathematical norms and the regulation of problem solving in classroom microcultures

The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of “effectiveness”. Both episodes demonstrated how the processes of regulation resulting from teacher–student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students’ problem-solving procedures.     

Assessment for learning: Developing formative assessment in the classroom

This article reports on a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university based researchers and a team of teacher researchers. It used an action research approach to try to bring about changes in classroom assessment practices. The article reports on changes in practice particularly involving the clarification and communication of assessment criteria to pupils.     

Developing teacher knowledge using a tool for creating tasks for the classroom

In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education.     

A case study on the formation and sharing process of science classroom norms

The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members’ understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education.     

在课堂教学中培养学生的创新能力

创造性思维是未来人才的核心素质,培养学生的创新能力,已成为新世纪教育的重要课题,身为教育者,在课堂教学中必须启发、引导、调动学生创造性思维的积极性,使学生具有强烈的创新动机,为学生提供创造思维的机会,使课堂成为培养学生创造能力的广阔天地.     

运用模型方法开展生物学课堂教学

建构模型的方法,是高中课程标准和教材对学生提出的科学方法和探究能力的要求。在高中阶段生物学课程的学习中,学生会不断接触到各种类型的模型建构,对模型方法会有比较全面的学习和理解。教师在课堂教学中充分运用模型及其方法,会促使学生知识、能力、情感态度和价值观的发展。     

Operational,interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics

While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practice and interaction, we define norms as recurrent and socially obligating patterns of, and rationales for, behaviour in a particular social practice. We then examine empirically what and how (new) norms associated with this type of pedagogy are manifest in classroom discursive activity by examining talk across 21 school mathematics lessons by 12 teachers implementing a dialogic intervention. While there is a clear distinction between surface norms and underlying rationales, and a consistent set of surface norms relating to classroom talk can be identified, deeper analysis finds norms to be multi‐dimensional. We illustrate how a surface norm, such as ‘Respect others’ ideas’, can be enunciated in terms of multiple underlying rationales which we term operational, interpersonal, discussional and ideational. Our findings shed new light on why the dialogic intentions of such interventions are often realised in a superficial way. We further examine the ways in which teachers hold students and themselves accountable to the ideational dimension—the dimension that relates to taking students’ ideas seriously in classroom dialogue.     

Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse

This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings, are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation, afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio recordings, field notes and interviews.     

Developing classroom formative assessment in dutch primary mathematics education

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative assessment practice, researchers, curriculum experts and teachers worked together to develop a model for classroom formative assessment (CFA). In three pilot studies, six teachers from three different schools implemented the CFA-model and evaluated its feasibility together with the researchers by means of checklists. The CFA-model was primarily changed with regard to the assessment techniques. Teachers indicated that classroom management and preparation time were preconditions for an optimal implementation. Analysis of covariance was used to explore students’ learning outcomes. The results showed that a correct implementation of the CFA-model might result in the enhancement of students’ mathematical performance. The implications of the three pilots for the implementation of the CFA-model on a larger scale are discussed.     

Developing beliefs about classroom motivation: Journeys of preservice teachers

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.     

Narrative understanding: Developing a theoretical context for understanding how children make meaning in classroom settings

Drawing on research in several disciplines, I examine recent developments in social and cultural approaches to understanding child development. I argue the case for considering narrative understanding as a key aspect of meaning-making. The implications of this case are discussed in the context of educational research and classroom practice.     

Developing exploratory language in the classroom: moving beyond teacher as expert

In this article the author describes the collaborative research undertaken by a group of high school teachers and an English adviser. The teachers were keen to find ways of breaking the teacher-dominated discourse pattern within their classrooms. They wanted to see whether, when offered a variety of teacher audiences beyond that of ‘expert-examiner’, students would engage in the kind of exploratory talk, described by the National Curriculum Council (1987-93), as a feature of investigative learning. Teachers' belief that discourse patterns are affected by students' understanding of contextual conditions is examined. The author illustrates the importance of students' shared understanding of collaborative discourse, and discusses how their conception of learning contexts is influenced by the kinds of audiences teachers project     

Conceptualization of American English native speaker norms: a case study of an English language classroom in South Korea

This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom. The participants of the study were one instructor and his students. The data include classroom observations, interviews with the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom. Furthermore, this study shows that American English norms were revealed in the teacher’s beliefs and reinforced in his classroom through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native speakership, student learning, and teacher education.