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A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario
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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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Abstract:
There are few descriptions of what teachers do to facilitate discussions that support students’ development of mathematical agency. Likewise, little is known about how elementary students conceptualize their own agency. This study explored how teachers’ facilitation of mathematical discussions potentially fostered students’ mathematical agency. Additionally, this study investigated ways in which students conceptualized their own mathematical agency within these classrooms. This study was situated in an urban school with a linguistically, academically, and ethnically diverse student population. The sample consisted of two upper elementary school teachers and their pupils (n = 40). Data, collected during the 2018–19 school year, included 12 observations of mathematics lessons, 4 interviews with the teacher participants, and teacher questionnaires. Student data were collected using the Student Agency Questionnaire (SAQ) and group interviews. Mathematics lessons were videotaped, transcribed, and coded to discern ways in which teacher participants facilitated mathematical discussions. Two case studies focused on participants' classroom discussion practices were created. Themes that emerged from the case studies were that teacher participants fostered students’ mathematical agency through their facilitation of discussions by 1) creating a positive learning community; 2) supporting students’ willingness to publicly engage in mathematical discussions; and 3) sharing the power of teaching and learning. Analysis of the Student Agency Questionnaire (SAQ) data indicated that students in both teacher participant classrooms reported behaviors associated with mathematical agency. Observations and group interview data supported the SAQ results that students in both classrooms displayed mathematical agency. Student group interview data analysis showed that students who considered themselves doers of mathematics exhibited the following characteristics: habits of perseverance, a confident attitude about doing mathematics, and a willingness to actively engage with mathematics. This study provides evidence that teachers’ facilitation moves have the power to maintain and extend students’ mathematical agency. This study will contribute to the little empirical research available on supporting students’ mathematical agency in elementary classrooms. Further research should continue to investigate in a larger array of classrooms at varying levels (elementary, middle and high school).
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Keyword:
Agency; Discourse; Discussion; Facilitation; Mathematical agency; Mathematical identity; Mathematics education
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URL: https://hdl.handle.net/2144/44262
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“We just do us”: Exploring the Language Use and Cultural Identity of Intercultural Couples in Auckland
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The slíbhín and the créatúr: an examination of the lived experiences of regional or minority language users within the criminal justice System
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In: McEvoy, Géaróidín (2022) The slíbhín and the créatúr: an examination of the lived experiences of regional or minority language users within the criminal justice System. PhD thesis, Dublin City University. (2022)
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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"You used 'elle,' so now you're a girl": Discursive possibilities for a non-binary teenager in French class
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In: L2 Journal, vol 14, iss 3 (2022)
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Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country
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In: L2 Journal, vol 14, iss 3 (2022)
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Rabelais, Cohen, and the Francophone world: Linguistic incorrectness as a poetic principle ; Rabelais, Cohen et la francophonie : l’impropriété langagière comme principe poétique
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In: Revue d’Histoire littéraire de la France ; https://hal.archives-ouvertes.fr/hal-03579057 ; Revue d’Histoire littéraire de la France, Classiques Garnier, 2022, Revue d'Histoire littéraire de la France 1 – 2022, 122e année, n° 1, 1 – 2022 (122e année, n° 1), pp.165-183. ⟨10.48611/isbn.978-2-406-12822-9.p.0165⟩ ; https://classiques-garnier.com/revue-d-histoire-litteraire-de-la-france-1-2022-122e-annee-n-1-varia-rabelais-cohen-et-la-francophonie-l-impropriete-langagiere-comme-principe-poetique.html (2022)
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“Un Paso Atrás, Dos Adelante” (One Step Back, Two Steps Forward): Reporting the Experiences of Spanish-Speaking Latin Americans in Canadian Workplaces ...
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ЭВОЛЮЦИЯ ЯЗЫКОВОЙ ПОЛИТИКИ В ТУРКМЕНИСТАНЕ ПЕРИОДА НЕЗАВИСИМОСТИ ... : EVOLUTION OF LANGUAGE POLICY IN TURKMENISTAN IN THE PERIOD OF INDEPENDENCE ...
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Legitimacy and legality in national identity construction ...
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MAIN PRINCIPLES OF LINGUOCULTURAL CONCEPTS IN LINGUISTICS ... : ОСНОВНЫЕ ПРИНЦИПЫ ЛИНГВОКУЛЬТУРНЫХ ПОНЯТИЙ В ЛИНГВИСТИКЕ ...
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Gender Does Not Equal Genitalia: A Review of the Implications of Inclusivity in School-Based Sexual Health Education on the Identity Development of Non-Binary and Transgender Adolescents
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In: University Honors Theses (2022)
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Psycholinguistic factors of formation associative perception of the brand ...
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Psycholinguistic factors of formation associative perception of the brand ...
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