Opportunities to Learn Fractions in Elementary Mathematics Classrooms
Journal for Research in Mathematics Education1999Vol. 30(3), pp. 286–286
Citations Over TimeTop 10% of 1999 papers
Maryl Gearhart, Geoffrey B. Saxe, Michael Seltzer, Jonah Schlackman, Cynthia Carter Ching, Na’ilah Suad Nasir, Randy Fall, Tom Bennett, Steven M. Rhine, Tine Sloan
Abstract
In this study we addressed 2 questions: (a) How can we document opportunities to learn aligned with the NCTM Standards? (b) How can we support elementary teachers' efforts to provide such opportunities? We conducted a study of the effect of curriculum (problem solving vs. skills) and professional development (subject-matter focused vs. collegial support) on practices and learning. From analyses of videotapes and field notes, we created 3 scales for estimating students' opportunities to learn. Analyses of fractions instruction in 21 elementary classrooms provided evidence of the technical quality of the indicators and indicated that support for teachers' knowledge may be required for a problem-solving curriculum to be beneficial.
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