An exploration of mathematics discourse in a reform-oriented classroom and its role in the development of strategies and big ideas in early addition and subtraction
Children's mathematical understanding & proficiency
Curriculum and evaluation standards for school mathematics
Social and mathematical learning community
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The focus of this video case study was to analyze the role of social norms (discourse in a learning community), sociomathematical norms (math discourse in a learning community), and my teaching in facilitating these norms on the development of strategies and big ideas in early addition and subtraction in a Grade 1 classroom. Three students from the class were purposely selected to be the focus of this study because of their high level of participation in discussions and their different levels of conceptual understanding. An independent task was given to all the students in the class pre- and poststudy that paralleled the addition and subtraction problems used during the study. The model of the arithmetic rack was used in the context of the double-decker bus, on which the students applied their strategies directly and indirectly. The teaching unit and numeracy continuum (The Landscape of Learning) used, supported students in their development of the big mathematical ideas surrounding early addition and subtraction. The frequency of talk, the direction of talk, the type of talk, and the teacher’s talk in relation to the students under study were analyzed. Although students’ movement along the landscape was not dramatic, it was evident that the discussions helped to deepen their understanding. Recommendations are discussed.
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