https://www.mdu.se/

mdu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
2023 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students' discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students' opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions.

Place, publisher, year, edition, pages
SPRINGER , 2023.
Keywords [en]
Whole-class discussions, Mathematics, Classroom response system, Clickers, Multiple-choice tasks
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-63793DOI: 10.1007/s10763-023-10402-wISI: 001011981300001Scopus ID: 2-s2.0-85162724024OAI: oai:DiVA.org:mdh-63793DiVA, id: diva2:1779914
Available from: 2023-07-05 Created: 2023-07-05 Last updated: 2024-01-09Bibliographically approved
In thesis
1. Support for productive whole-class discussions in mathematics: Developing and exploring frameworks in the context of classroom response systems
Open this publication in new window or tab >>Support for productive whole-class discussions in mathematics: Developing and exploring frameworks in the context of classroom response systems
2023 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In recent decades, research has stressed the importance of productive classroom discussions in high-quality mathematical instruction for all learners. However, after decades of attempts by professional development programs to support teachers in achieving these discussions, they are rarely reported on in the classroom context. Thus, there is still a need for support for teachers’ establishment of these discussions. One promising activity for achieving productive discussions involves using a classroom response system and implementing tasks in a multiple-choice format. However, there is little knowledge about whole-class discussions in secondary school mathematics using this approach. This thesis responds to this lack by contributing to knowledge about support for achieving productive whole-class discussions in mathematics using classroom response systems and multiple-choice tasks. The thesis particularly addresses knowledge about the key practices of constructing multiple-choice tasks and leading whole-class discussions. This is operationalized by applying an educational design research approach to 1) develop design principles for constructing tasks and a supplementary task type framework and further evaluate the potential of these design principles by characterizing whole-class discussions, and 2) explore frameworks for analyzing teachers’ leading of whole-class discussions and technology integration. In this work, data from interviews with teachers, reflection notes, and observations were used. The main results cover: characteristics of useful tasks in a multiple-choice format aiming at supporting teachers in achieving productive discussions; characteristics of whole-class discussions in the context of classroom response system in secondary school mathematics; the potential of applying the Structuring Features of Classroom Practice framework as an analytic tool to conceptualize and analyze teachers’ reasoning about classroom response system; and the suggestion of five new categories of teacher actions and enrichments of two existing categories in the redirecting, progressing and focusing framework. In the kappa of this thesis, these results are merged and discussed in relation to theories of ambitious mathematics instruction. The focus is on examining whether and how classroom response systems and multiple-choice tasks can support teachers in establishing this instruction. In summary, the main contributions of this thesis are: a tool for constructing multiple-choice tasks aimed at generating productive discussions in mathematics; an examination of analytical tools for analyzing teachers’ leading of whole-class discussions and technology integration; and suggestions for the development of these tools.

Place, publisher, year, edition, pages
Västerås: Mälardalens universitet, 2023. p. 107
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 396
Keywords
task design, multiple-choice, classroom response system, whole-class discussions, mathematics
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-64525 (URN)978-91-7485-615-6 (ISBN)
Public defence
2023-12-13, Paros, Mälardalens universitet, Västerås, 09:00 (English)
Opponent
Supervisors
Available from: 2023-10-12 Created: 2023-10-11 Last updated: 2023-11-22Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Gustafsson, Patrik

Search in DiVA

By author/editor
Gustafsson, Patrik
By organisation
Educational Sciences and Mathematics
In the same journal
International Journal of Science and Mathematics Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 54 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf