STEM news: Words matter when math teachers describe student learning
Think back to math class in elementary school. Do you remember being assigned to a “high,” “middle” or “low” group? If so, you’ll relate to a new study from North Carolina State University on the importance of how teachers talk about students’ mathematical work. “Traditional ways that we hear elementary teachers describe student learning in math are based on age, grade level or ability,” says Paola Sztajn, an NC State math education professor and co-author of the study in the American Educational Research Journal. “Teachers talk in terms of what a second grader can do, what a student in the low...
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