@inproceedings{58da46945a4f450aab19c986058bcf90,
title = "Teacher groupwork monitoring routines and the nature of students' conversation in small groups",
abstract = "Our goal in this study is to explore students' mathematical participation in collaborative groupwork with relation to teachers' instruction. By doing so, we address two challenges for research of teaching and learning: (1) the under-conceptualization of the teacher role during students' groupwork; and (2) the need to explicate the connection between teaching and learning. We suggest that, to connect student learning to teacher monitoring practices, it is valuable to link two different scales of analysis: (1) between-groups teacher groupwork monitoring routines; and (2) within-groups interactions with and without the teacher. We argue that such methodology affords a generative discussion of teachers' instructional practices and their disruption or reproduction of exclusionary aspects of students' conversations. To illustrate our approach, we look at two teachers. First, we describe and compare their groupwork monitoring routines. Then, we look at students' conversations within those classrooms and discuss connections between these conversations and instruction.",
author = "Nadav Ehrenfeld and Ilana Horn and Jessica Moses and Brette Garner",
note = "Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "الإنجليزيّة",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
pages = "1863--1870",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}