Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12164/76
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dc.contributor.authorRossman, Cathleen F.-
dc.contributor.authorSchorr, Roberta Y.-
dc.contributor.authorWarner, Lisa B.-
dc.date.accessioned2018-04-18T21:40:19Z-
dc.date.available2018-04-18T21:40:19Z-
dc.date.issued2010-04-
dc.identifier.citationRossman, C., Schorr, R.Y. & Warner, L.B. (2010). Working with a Partner: An Investigation of Student Engagement in an Middle School Math Classroom. Paper presented at the 2010 American Educational Research Association (AERA) Conference, Denver, Colorado, April 2010.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12164/76-
dc.descriptionThis paper was presented at the 2010 American Educational Research Association (AERA) Conference in Denver, Colorado.en_US
dc.description.abstractMany students work in small groups as they solve mathematical problems. In order for them to benefit from such experiences, each individual must be engaged, at least to some extent, during the problem solving session. Such engagement may take many forms, and in this paper, we focus on three closely related types of engagement, and discuss them with respect to both cognition and affect. We provide classroom examples of each, including student explanations of their mathematical ideas and reasoning. In addition, we provide qualitative descriptions of quantitative data as gathered in response to questionnaire items.en_US
dc.language.isoen_USen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectEducationen_US
dc.subject.lcshMathematics--Study and Teaching (Middle School)en_US
dc.subject.lcshGroup Work in Educationen_US
dc.titleWorking with a partner: An investigation of student engagement in an middle school math classroomen_US
dc.typeconference paperen_US
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