id: 06292552
dt: j
an: 2014c.00407
au: Margolin, Ilana; Regev, Hayuta
ti: From whole class to small groups instruction: learners developing
mathematical concepts.
so: Issues Undergrad. Math. Prep. Sch. Teach., J. 2, Pedagogy, 13p (2011).
py: 2011
pu: Texas Tech University, Department of Mathematics and Statistics, Lubbock,
TX
la: EN
cc: D42 C72 B50
ut: teacher education programs; learning discourse; feedback; group work; small
groups; mathematical discourse
ci:
li:
ab: Summary: This case study examines the ways in which a teacher education
program develops prospective teachers who implement the principles of
constructing mathematical knowledge via a learning discourse. The study
presents and analyzes a mathematical discourse in a 4th grade class as
well as the feedback conversation of prospective teachers with their
methods supervisor. Findings suggest that there are at least five main
components teachers have to relate to in order to bring about change in
the pupilsâ€™ discourse. The article concludes with a discussion of the
need to build a different culture in schools and in teacher education.
rv: