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- Title
Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines.
- Authors
Ehrenfeld, Nadav; Horn, Ilana S.
- Abstract
In this paper, we offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students' working together. Using a comparative case study design, we examine eight lessons of experienced secondary mathematics teachers, identifying common interactional routines that they take up with variation. We present a framework that illuminates the common moves teachers make while monitoring, including how they initiate conversations with students, their forms of conversational entry, the focus of their interactions, when and how they exit the interaction as well as the conversation's overall participation pattern. We illustrate the framework through our focal cases, highlighting the instructional issues the different enactments engage. By breaking down the complex work of groupwork monitoring, this study informs both researchers and teachers in understanding the teachers' role in supporting students' collaborative mathematical sensemaking.
- Subjects
COLLABORATIVE learning; MATHEMATICS teachers; INTERACTIONAL view theory (Communication); STUDENT-centered learning; COGNITIVE ability; MATHEMATICS education
- Publication
Educational Studies in Mathematics, 2020, Vol 103, Issue 3, p251
- ISSN
0013-1954
- Publication type
Article
- DOI
10.1007/s10649-020-09939-2