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- W4367333353 abstract "This study examines the patterns of feedback among early-career elementary mathematics teachers participating in an online inquiry group focused on the practice of number talk routines. Number Talk Routines are instructional practices designed to help facilitate students’ computational fluency in ways that promote flexible number sense. Teachers facilitate these discussions using responsive teaching practices that elicit student thinking and highlight how students’ strategies relate to each other and to key mathematical concepts. Data for this study come from time-stamped feedback comments posted by members of the inquiry group to correspond with specific moments during each participant’s number talk routine. Epistemic network analysis was used to examine the patterns in the form and content of feedback over time. The results suggest that early-career teachers became more reflective in their feedback, connecting their own practices to the work of others and focusing more on teachers’ decision making that supported enactment of responsive teaching practices." @default.
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- W4367333353 date "2023-01-01" @default.
- W4367333353 modified "2023-09-27" @default.
- W4367333353 title "Learning Through Feedback: Understanding Early-Career Teachers’ Learning Using Online Video Platforms" @default.
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- W4367333353 doi "https://doi.org/10.1007/978-3-031-31726-2_14" @default.
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