Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms

Downloaded from 380 Cognitively guided instruction (Cgi) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning Cgi professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. We found that after the initial "How did you get that?" question, a great deal of variability existed among teachers' questions and students' responses

Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms

Cognitively guided instruction (Cgi) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning Cgi professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. We found that after the initial "How did you get that?" question, a great deal of variability existed among teachers' questions and students' responses

Genetic structures across a biogeographical barrier reflect dispersal potential of four Southeast Asian mangrove plant species

Aim: Biogeographical barriers restrict the movement of individuals, resulting in population divergence, genetic differentiation, endemism and speciation. Yet, some barriers demonstrate unequal effect across species depending on species dispersal, which manifests in varying genetic structure. We test the hypotheses that the genetic structure of four coastal mangrove species would reflect differences in dispersal potential across the Malay Peninsula, a major biogeographical barrier in the Indo-West Pacific region. Location: East and west coasts of the Malay Peninsula. Taxon Mangrove trees Avicennia alba, Sonneratia alba, Bruguiera gymnorhiza and Rhizophora mucronata. Methods: For each species, we characterized genetic structure and gene flow using 7–12 species-specific nuclear microsatellite markers. We tested for east–west genetic differentiation across the peninsula, a stepping-stone migration pattern, and assessed the proportion of recent dispersal and direction of historical migration along the Malacca Strait. Results: Significant east–west genetic differentiation across the peninsula was observed in A. alba, S. alba and B. gymnorhiza, and the effect was most pronounced for the two species with lower dispersal potential (A. alba, S. alba). In contrast, the two species with higher dispersal potential (B. gymnorhiza and R. mucronata) exhibited much higher proportion of recent inter-population migration along the Malacca Strait. The signature of historical colonization from refugia in the Andaman Sea (north-to-south migration along the Malacca Strait) predominated for A. alba and S. alba. Historical south–north migration predominated for R. mucronata and B. gymnorhiza. Main conclusions: This study implicated dispersal potential as a cause of varying mangrove species genetic structure across a biogeographical barrier. The Malay Peninsula functions as a filter to gene flow rather than a barrier. The genetic structure in mangrove species with a higher dispersal potential is more congruent with contemporary gene flow while that of species with a lower dispersal potential reflects historical processes. Our findings hint at the role of dispersal potential as a predictor of gene flow in mangroves

High genetic diversity in a potentially vulnerable tropical tree species despite extreme habitat loss

10.1371/journal.pone.0082632PLoS ONE812-POLN

Interacción entre estudiantes y aprendizaje en grupos pequeños

While research on learning in cooperative small groups has greatly increased during the past several years, few studies have focused on the interaction processes occurring within groups. This review focuses on the role of the student�s experience in small group interaction in learning. Research bearing on three aspects of small group learning is examined: 1) the relationship between interaction and achievement, 2) cognitive process and social-emotional mechanisms bridging interaction and achievement, and 3) characteristics of the individual, group, and reward structure that predict interaction in small groups. Methodological and substantive issues are discussed to evaluate and integrate research findings, and as guidelines for further research. The conclusion is that an individual�s role in group interaction is an important influence on learning, and that interaction can best be predicted from multiple characteristics of the individual, group, and setting.Si bien en los últimos años ha aumentado considerablemente el número de investigaciones acerca del aprendizaje en grupos pequeños en régimen de cooperación, pocos estudios se han centrado en los procesos de interacción que tienen lugar dentro de los grupos. Este trabajo se centra en el papel de la experiencia de los estudiantes en interacción en grupos pequeños durante el aprendizaje. Se examina la investigación que hace referencia a los tres aspectos del aprendizaje en grupos pequeños: I) la relación entre interacción y resultado, 2) proceso cognitivo y mecanismos socioemocionales que unen la interacción y los resultados y, 3) características del individuo, del grupo y de la estructura de recompensa que predicen la interacción en grupos pequeños. Se discuten aspectos metodológicos y sustantivos para evaluar e integrar los resultados de investigaciones previas, y como directrices para futuras investigaciones. La conclusión es que el rol de un individuo en la interacción en el grupo ejerce una importante influencia sobre el aprendizaje, y que la interacción se puede predecir a partir de las características múltiples del individuo, del grupo y de la situación marco