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

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

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Title: Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics
Author: Star, Jon R; Kokka, Kari

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Citation: Star, Jon R., and Kari Kokka. 2013. Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics. The Mathematics Educator 14, no. 1 & 2: 1-20.
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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.
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:10587321
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