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Record identifier : 569719
Personal Name - Primary Intelectual Responsibility : Bell, Clare V
Title and statement of responsibility : Cultural diversity and white teacher scaffolding of student self-regulated learning in algebra classes [Thesis]
Publication, Distribution,Etc. : The Ohio State University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The Ohio State University
Summary or Abstract : The purpose of this descriptive qualitative study was to examine the ways in which teachers use classroom discourse for teaching and learning mathematics, developing self-regulated learning, and engaging culturally diverse students, including low SES students and students of color, in meaningful classroom interactions. Three classes participating in the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) research study were selected as cases for in-depth investigation. Each case included a White teacher and culturally diverse students. Data were gathered through videotaped classroom observations, observer notes, and demographic data reported by students. Post-observation and end-of-year teacher interviews provided additional data and opportunities for verification of analyses. Data were analyzed to create descriptive narratives of classroom interactions for each case. Cross-case analysis was used to identify continuities and discontinuities for the purpose of understanding teachers' and students' uses of classroom discourse for learning mathematics with understanding and developing strategic learning skills in culturally diverse learning communities. Analyses revealed that several aspects of teacher-led classroom discourse have potential to support learning mathematics with understanding and developing self-regulated learning skills. First, social and analytic scaffolding helped students know how to participate in discussion and to explore the mathematics more deeply when the relationships between classroom participation and learning were made explicit. The productive scaffolding observed involved pressing for students' expressions of understanding and providing feedback. Furthermore, relating difficulty with problem solving to opportunities to learn with deeper understanding set norms for open discussion and created a safe atmosphere for taking risks, aspects of learning that are particularly important for students of color and students with fixed-entity theories of intelligence. Explicit instruction in academic discourse supported communication in content-specific registers of language and may have increased engagement in dialogic discourse. In one case, student agency and the development of academic language were supported by highlighting students' contributions to classroom discourse, which stimulated dialogic discourse. Additionally, students' personal/cultural social discourse was described as the "lubricant that keeps the [mathematical] conversation going" in the class where students expressed the most mathematical reasoning. This has important implications for how engaged learning is defined in classrooms with culturally diverse learners. Finally, the use of technology to support learning, along with the intention of addressing inequities, has potential to support dialogic discourse. A teacher's philosophy and approach to teaching and learning may be more important than mere access to technology in addressing issues of equity with incorporation of technology. A teacher's stance on what it means to teach and learn appears to work in concert with incorporating technology to create more equitable learning environments for culturally diverse students..
Topical Name Used as Subject : Mathematics education
: Curriculum development
Information of biblio record : TL
 
 
 
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