Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis

By Susan B. Empson. 2003

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a357c1106242844c213e480dda9fd5b4a678a719

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, background): “In the current study on classroom repair, errors are conceptualized not as a diagnostic instrument that a teacher uses to identify linguistic or procedural “bugs,” such as inadequate use of mathematical terminology or incorrect computation (Brown & Burton, 1978; Brown & VanLehn, 1980), but as opport”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “The creation of classroom environments in which students are empowered as doers of mathematics with increased confidence, agency, persistence, motivation and positive math identities (Boaler, 2002; Boaler & Greeno, 2000; Empson, 2003; Gresalfi, Martin, Greeno & Hand, in press; Pierson, 2008a; Stipek”
Shrinking Achievement Differences With Anchored Math Problems (2007, background): “The Fraction of the Cost problem seemed especially difficult because the solution depended on understanding and working with fractions, a commonly reported area of misunderstanding for many students (Empson, 2003; Mack, 1995; Saxe, Taylor, McIntosh, & Gearhart, 2005).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “Similarly, other researchers found that positioning and animating students by attributing specific mathematical claims and ideas to individuals provides opportunities for students to view themselves as viable, agentic doers of mathematics (Empson, 2003; Goffman, 1981; O’Connor & Michaels, 1996).”
Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking (2006, background): “Although prior research on equal sharing (Empson, 1999, 2003; Streefland, 1991, 1993), in particular, has documented the use of this type of problem in instruction to elicit a variety of informal but mathematically rich strategies, it has done so without an explicit analysis of the emergence of…”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “In fact, research indicates that instructional interactions that result in clarifying students’ ideas not only support learning, but insofar as they also position students to make productive contributions to discussions they can encourage even struggling students to explain their reasoning (Empson, ”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “For students with learning difficulties, English Language Learners (ELLs), and students with low achievement, mastering fraction concepts is an even more formidable task (Basurto, 1999; Butler, Miller, Crehan, Babbitt & Pierce, 2003; Empson, 2003; Hiebert, Wearne & Taber, 1991; Mazzocco & Devlin, 20”
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013, methodology): “Specifically, our analysis focuses on identifying positioning moves (Davies & Harré, 1990; Yamakawa, Forman, & Ansell, 2009) that facilitated the participation of ELs in mathematical discussions as claim makers, evaluators of ideas, problem solvers, and so forth (Empson, 2003).”