Work

Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics

Year: 2013

Type: article

Abstract: In this paper we explore a new way to think about the use of group work in mathematics instruction through what we refer to as strategic interruptions. Strategic interruptions involve frequent and often rapid transitions between whole class and small group instruction. Through analyses of video of Algebra I teaching, we identify patterns in the frequency, timing, rationale, and instructional practices related to the use of and switching between whole class and small group instructional formats. We postulate that use of strategic interruptions has the potential to be a powerful and easily implementable form of group work that may be especially appropriate in secondary classrooms.

Source: Digital Access to Scholarship at Harvard (DASH) (Harvard University)

Authors: Jon R. Star, Kari Kokka

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Award: Helping Teachers to Use and Students To Learn From Contrasting Examples: A Scale-up Study in Algebra I

OpenAlex ID: W2129302810

FWCI:

Cites: 39

Cited by: 2

Related to: 10