Generalizing-Promoting Actions: how Classroom Collaborations Can Support Students Mathematical Generalizations

114 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Productive struggle in middle school mathematics classrooms (2015, background): “the sociomathematical norms of the class would provide a more hospitable setting for students and teachers to interact about student struggles (Ellis 2011).”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “(Ellis, 2011, p. 311) We take abstracting to be a process that underlies making general statements, involving a stripping away of particulars and an ability to view particulars as representing a phenomenon broader than the particulars (Kaput, Blanton, & Moreno, 2008; von Glasersfeld, 1991, 1995).”
A Learning Progression for Elementary Students’ Functional Thinking (2017, methodology): “Ellis (2011b), for example, had eighth-grade students explore relationships among rectangle lengths, widths, and areas using dynamic geometry software.”
A systematic review of teacher guidance during collaborative learning in primary and secondary education (2019, background): “We found a number of studies showing a positive (e.g., Ellis, 2011) as well as a neutral (e.g., Woods-McConney, Wosnitza, & Sturrock, 2016) or negative association (e.g., Ros, 1993) between teacher presence and high level student elaboration.”