Engaging First Graders to Participate as Students of Mathematics

Bibliographic Data

ID4254153
AuthorsMichelle Perry (0000-0003-4422-0454, University of Illinois Urbana-Champaign), Marc Mcconney (University of Illinois Urbana-Champaign), Lucia M Flevares (The Ohio State University), Leigh A Mingle (University of Illinois Urbana-Champaign), Jill V Hamm (University of North Carolina at Chapel Hill)
Year2011
Volume50
Issue4
Pages293-299
Publication date2011-10-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2011.607388
OpenAlexW2152452440
LanguageEN
References cited13

First-grade students often come to school relatively naïve about what it means to be mathematics students. Thus, first-grade teachers have the responsibility not only of teaching mathematical content to their young students, but also of socializing them into a culture of mathematics learning. In this article, the authors document both how teachers provide explicit instruction about participating in mathematics learning and how they implicitly communicate to young students what counts as appropriate behaviors for engaging in mathematics learning. The authors also discuss how these instructions and practices lay the foundation for students' understanding of how they are expected to engage in learning mathematics

Connected Mathematics · Core-Plus Mathematics Project · Mathematics education · Pedagogy · Teaching method · Cognitive and developmental aspects of mathematical skills · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology

Tools

Open DOISci-Hub