Math Classroom: Putting Numeracy Research to Work
MathLearning154.5
Chair:
• Helena Osana, Concordia University
Presenters:
• Martha W. Alibali, University of Wisconsin—Madison
• Sarah Powell, University of Texas at Austin
• Nancy C. Jordan, University of Delaware
• Tracy Solomon, Hospital for Sick Children
Abstract:
Teachers often wonder what instructional strategies "work best" for children learning mathematics. Although there is no single approach that is effective for all children, productive learning environments are created when teachers adhere to
instructional strategies and principles that have been empirically validated. With a focuson translating scientific findings for practitioners, the papers in this symposium will describe the positive effects of specific pedagogical strategies (e.g., gestures,
visual representations, formative assessment) that have been shown to support children's mathematics learning.
In the first paper by Martha W. Alibali and Anna Bartel (University of Wisconsin-Madison), the authors focus on two instructional practices-visual representations and teacher gesture-that can support students' encoding of mathematics problem structure. They present evidence that these practices can (1) guide students' attention to key elements and structural relations within problems, and (2) highlight shared elements and structures across problems. Alibali and Bartel argue that these instructional practices are beneficial because they help students schematize relevant aspects of problem structure.