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Adaptive teaching in mathematics: a review of the literature.

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Title: Adaptive teaching in mathematics: a review of the literature.
Authors: Gallagher, Melissa A., Parsons, Seth A., Vaughn, Margaret
Source: Educational Review. Feb2022, Vol. 74 Issue 2, p298-320. 23p. 1 Color Photograph, 5 Charts.
Subjects: Mathematics education, Reflective teaching, Teaching methods, Curriculum planning, Learning
Abstract: Supporting students' mathematical proficiency requires teachers to continuously adapt their instruction in response to their students' instructional needs. To explore what it means to be an adaptive teacher, we conducted a literature review spanning from 1975–2014 of adaptive teaching in mathematics. Using 24 search terms in three databases, we identified 19 articles that met our inclusion criteria. Findings reiterated findings of a previous literature review regarding the importance of: (a) a stimulus, or something to which the teacher must attend; (b) teacher metacognition and reflection, or interpretation and analysis; and (c) teacher action, or response. Additional findings highlighted the importance in mathematics education research to look closely at: (a) how curricula can serve as stimuli aiding adaptive teaching practices; (b) the idea that the teacher reflects directly on the student stimuli, the learning trajectory, or her own actions; and (c) additional teacher responses, including orchestrating classroom discourse, modifying curricular materials, or selecting teaching aids. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Adaptive teaching in mathematics: a review of the literature.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Feb2022, Vol. 74 Issue 2, p298-320. 23p. 1 Color Photograph, 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Data: Supporting students' mathematical proficiency requires teachers to continuously adapt their instruction in response to their students' instructional needs. To explore what it means to be an adaptive teacher, we conducted a literature review spanning from 1975–2014 of adaptive teaching in mathematics. Using 24 search terms in three databases, we identified 19 articles that met our inclusion criteria. Findings reiterated findings of a previous literature review regarding the importance of: (a) a stimulus, or something to which the teacher must attend; (b) teacher metacognition and reflection, or interpretation and analysis; and (c) teacher action, or response. Additional findings highlighted the importance in mathematics education research to look closely at: (a) how curricula can serve as stimuli aiding adaptive teaching practices; (b) the idea that the teacher reflects directly on the student stimuli, the learning trajectory, or her own actions; and (c) additional teacher responses, including orchestrating classroom discourse, modifying curricular materials, or selecting teaching aids. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2020.1722065
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              Text: Feb2022
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