How do changes in teacher behaviors impact the linking of representations and generalizations in students?

Abstract

In the present study, we focus on the ways in which five urban middle school teachers interacted with their students in order to help them build representational fluency, with a particular emphasis on the ways in which the students moved toward increasingly abstract representations and generalizations. We document advances or changes in students’ representational fluency, or facility with generalizations and abstractions, how teacher interventions impact this, and how the corresponding changes in students impacts teachers.