Classroom Supports for Generalizing

Author:
Amy B. Ellis University of Georgia

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Anne Waswa University of Georgia

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Halil I. Tasova California State University–San Bernadino

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Michael Hamilton University of Georgia

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Kevin C. Moore University of Georgia

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Aytuğ Çelik Pamukkale University

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Volume/Issue:
Volume 55: Issue 1
Page(s):
7–30
DOI:
https://doi.org/10.5951/jresematheduc-2022-0140
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Keywords:
Generalizing; Classroom teaching; Middle school; High school

Generalizing is a critical aspect of mathematics learning, with researchers and policy documents highlighting generalizing as a core mathematical practice. It can also be challenging to foster in class settings, and teachers need access to better resources to teach generalizing, including an understanding of effective forms of instruction. This article proposes Classroom Supports for Generalizing (CSGs), investigating how multiple elements—such as tasks, teacher moves, student interactions, and representations—interact to meaningfully foster student generalizing. Drawing on class video data from a middle school teacher and two high school teachers, we present the CSG Framework, which identifies three categories of supports: Interactions for Generalizing, Structures for Generalizing, and Routines for Generalizing.

Footnotes

The research reported was supported by the National Science Foundation, Grant No. DRL 1920538.

A previous version of this research was presented at the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Contributor Notes

Amy B. Ellis, Department of Math, Science, and Social Studies Education, University of Georgia, Athens, GA 30602; amyellis@uga.edu

Anne Waswa, Department of Math, Science, and Social Studies Education, University of Georgia, Athens, GA 30602; anne.waswa@uga.edu

Halil I. Tasova, Department of Teacher Education and Foundations, California State University–San Bernadino, San Bernadino, CA 92407; halil.tasova@csusb.edu

Michael Hamilton, Department of Math, Science, and Social Studies Education, University of Georgia, Athens, GA 30602; mwhamilton@uga.edu

Kevin C. Moore, Department of Math, Science, and Social Studies Education, University of Georgia, Athens, GA 30602; kvcmoore@uga.edu

Aytuğ Çelik, Department of Mathematics and Science Education, Pamukkale University, Denizli, 20070, Turkey; aytug.deu@gmail.com

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2024
Page Count:
24
Article Category:
Research Article
Received:
10 Aug 2022
Accepted:
09 Dec 2022
Print Publication Date:
01 Jan 2024
Online Publication Date:
Jan 2024
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