Uptake as a mechanism to promote student learning

This study is a descriptive examination of uptake that occurred during classroom discourse in 33 Algebra I
classrooms in nine U.S. states. Uptake refers to the act of taking up mathematical comments, questions, and
constructions as objects of discourse. Uptake is important because it can be used for scaffolding authentic
opportunities to learn and promoting productive dispositions toward learning.

Data used in this study were taken from video-recorded and transcribed observations of 63 class sessions—30
participating teachers were observed twice and 3 were observed only once. Coding of uptake data resulted in 5
categories of types of utterances being taken up and 16 categories of how the utterance was used in the episode
of uptake. Analysis across all categories indicates that teachers most frequently provided mathematical
explanations and reasoning, even when asking for students’ reasoning and explanations, which limited students’
opportunities to express mathematical reasoning. Episodes of uptake resulting in more dialogic interaction did
occur, but were relatively rare. Findings of this study have potential to help teachers and teacher educators
become more aware of using uptake to strategically foster more authentic, student-centered discourse
environments and increase students’ opportunities to learn.