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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117658_index.html Direct Link: HTML Code:

Fiori, Nick., Jo, Boaler., Cleare, Nikki., DiBrienza, Jennifer., Sengupta, Tesha. and Shahan, Emily. "What Discussions Teach Us About Mathematical Understanding: Exploring and Assessing Students’ Mathematical Work in Classrooms" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117658_index.html>

Fiori, N. , Jo, B. , Cleare, N. , DiBrienza, J. , Sengupta, T. and Shahan, E. , 2004-10-21 "What Discussions Teach Us About Mathematical Understanding: Exploring and Assessing Students’ Mathematical Work in Classrooms" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117658_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This paper describes a tool we developed for analyzing small-group discussions in mathematics classrooms. We applied this tool to videotaped sessions of thirty groups of four students, each working together on an open-ended problem. Our analysis shows that small group discussions offer teachers and researchers important knowledge about student thinking and understanding. These insights are often invisible in the written work of the students. We also found that such student discussions frequently emulate discussions among professional mathematicians, thus creating authentic engagement experiences for the students. These findings may help bring traditionally disparate groups of thinkers together. Namely, teachers and researchers are presented with a common set of features to look for in mathematical discussions, and mathematical researchers and mathematicians are presented with striking parallels between student discussions and professional mathematical work.

Teacher-Student Relationships: The Effects of Student Motives, Relationship Development, and Communication on Student Learning

Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom

Improving students' mathematical understandings: An exploration into teacher learning in an urban professional development setting

Young Latino Students’ Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication