Examining and conceptualizing the relationship between teacher praise and the co-construction of mathematical competence in classrooms

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Kathy Liu Sun , Jennifer L. Ruef
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引用次数: 0

Abstract

In this study we examined how teacher praise varies across and within four middle school mathematics classrooms in relationship to mathematical competence. We then conceptualized how teacher praise contributes to the co-construction of normative identity: the class’ shared understanding of what counts as being a competent learner in a mathematics classroom. Findings revealed teachers rarely used person-based praise (e.g., “you’re smart”) and frequently gave generic praise (e.g., “good”). Each teacher’s praise patterns supported different co-constructions of mathematical competence. Although some teachers taught the same lessons or ascribed to similar pedagogical approaches, findings suggest teachers’ praise patterns may contribute to the co-construction of different normative identities, some more exclusive and others more inclusive. Findings indicate praise may be a low-stakes and potentially impactful teacher practice with implications for students’ understanding of what it means to be good at math.

教师表扬与课堂数学能力共建关系的考察与概念化
在这项研究中,我们考察了四个中学数学教室内教师的表扬与数学能力的关系。然后,我们概念化了教师表扬如何有助于规范身份的共同构建:班级对数学课堂上什么是有能力的学习者的共同理解。调查结果显示,教师很少使用基于个人的表扬(例如,“你很聪明”),经常给予一般性的表扬(如,“好”)。每个教师的表扬模式支持数学能力的不同建构。尽管一些教师教授了相同的课程或采用了类似的教学方法,但研究结果表明,教师的表扬模式可能有助于共同构建不同的规范身份,有些更具排他性,有些则更具包容性。研究结果表明,表扬可能是一种低风险的、有潜在影响力的教师实践,对学生理解擅长数学意味着什么有影响。
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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