Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

By K. Jackson, A. Garrison, Jonee Wilson, Lynsey K. Gibbons, Emily Shahan. 2013

193 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b33b77979afe9edf70f821693f1b247bff9cb604

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Rigor and Responsiveness in Classroom Activity (2016, background): “…the fate of the intellectual demand of tasks and have documented that highly rigorous and responsive beginnings of lessons matter for maintaining the rigor in sense-making conversations for the remainder of the lesson (see Jackson et al., 2013, and Kang, Windschitl, & Thompson, under review).”
Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, background): “Consistent with Jackson and her colleague’s findings (Jackson et al., 2013), students more likely engaged in in-depth sense-making conversation during the task implementation when the intellectual demand of tasks as launched was coded as high (see intellectual demand of task as launch and intellectu”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, methodology): “…issues of student difficulty in the classroom, teachers might describe ensuring that all students have a shared understanding of the cultural features or mathematical relationships embedded in a complex task prior to students solving the task (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013).”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, background): “More recently, many in the field have converged on specifications of particular instructional practices that afford such opportunities (see Ball et al. 2009; Boaler and Staples 2008; Greer et al. 2009; Horn 2011; Jackson et al. 2013; NCTM 2014; Stein et al. 2008).”