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<p>This study analyzed how elementary and middle school teachers opened opportunities for students to make meaning of mathematical tasks, language, and/or concepts. This Meaning Supporting Practice focused on three distinct but interrelated areas for meaning making, including: (a) tasks – focusing student attention on elements of a mathematical task, (b) language – focusing student attention on important linguistic elements like vocabulary or syntax, and (c) concepts – focusing student attention on specific mathematical ideas or concepts. Using qualitative analysis of 97 videos from elementary and middle school classrooms, we identified four aspects of a Meaning Supporting Practice: (a) focus of the making meaning—task, language, and/or concept, (b) ways in which the teacher sought to support students’ meaning making, (c) location of the meaning supporting practice within a lesson, and (d) teacher questioning used to support meaning making.</p>

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Meaning Supporting Practices Focused on Mathematical Tasks, Language, and Concepts

  • 期刊论文

  • 发表日期：

    2026年1月19日

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  • Amanda T. Sugimoto,
  • Autumn Pham,
  • Kathleen Melhuish,
  • Eva Thanheiser,
  • M. Alejandra Sorto

摘要

This study analyzed how elementary and middle school teachers opened opportunities for students to make meaning of mathematical tasks, language, and/or concepts. This Meaning Supporting Practice focused on three distinct but interrelated areas for meaning making, including: (a) tasks – focusing student attention on elements of a mathematical task, (b) language – focusing student attention on important linguistic elements like vocabulary or syntax, and (c) concepts – focusing student attention on specific mathematical ideas or concepts. Using qualitative analysis of 97 videos from elementary and middle school classrooms, we identified four aspects of a Meaning Supporting Practice: (a) focus of the making meaning—task, language, and/or concept, (b) ways in which the teacher sought to support students’ meaning making, (c) location of the meaning supporting practice within a lesson, and (d) teacher questioning used to support meaning making.