This study examines a classroom connectivity technology (CCT) intervention on classroom interactions and draws connections between classroom-level factors and achievement. Using discourse event-history analysis (Nystrand, Wu, Gamoran, Zeisler, & Long, 2003), classroom interactions of 33 Algebra I classrooms were examined to provide an update on the classroom interactions within this national sample of mathematics classrooms, to investigate differences in interactions between classrooms using CCT and those using graphing calculators only, and to explore the relationship between classroom interactional patterns and student achievement. These Algebra I classrooms are characterized by low-cognitive load questions presented in three-utterance, initiate-respond-evaluate (IRE) turns that elicit brief student responses. This pattern was more prevalent in control classrooms, which provides evidence that the intervention disrupted this typical interactional pattern. Higher-order cognitive load questions, which elicit more developed responses, were associated with higher achievement.

Pape, S. J., C. V. Bell, et al. (2010). Examining Verbal Interactions within Connected Mathematics Classrooms. American Educational Research Association. Denver, CO.

Available from the first author, spape@ufl.edu