id: 06505011
dt: j
an: 2015f.00201
au: Herbel-Eisenmann, Beth; Johnson, Kate R.; Otten, Samuel; Cirillo, Michelle;
Steele, Michael D.
ti: Mapping talk about the mathematics register in a secondary mathematics
teacher study group.
so: J. Math. Behav. 40, Part A, 29-42 (2015).
py: 2015
pu: Elsevier, New York, NY
la: EN
cc: C50 D39 C39
ut: mathematics register; communication; secondary education; discourse;
teacher study group
ci:
li: doi:10.1016/j.jmathb.2014.09.003
ab: Summary: The mathematics register refers to the forms of meaning and styles
of communication used by the mathematics disciplinary community. Many
mathematics education scholars have attended to this idea, yet it has
gotten little attention in secondary mathematics teacher education.
Work related to content-based literacy points to potential benefits for
an increased focus on the mathematics register because an important
role of teachers is to assist students in developing facility with the
mathematics register in order to support studentsâ€™ learning. This
study examines the ways in which a group of secondary mathematics
teachers talked about the mathematics register over the course of a
year-long study group focused on mathematics classroom discourse. In
particular, we analyze the study-group discourse to identify themes and
shifts in the ways the teachers collectively made sense of the
mathematics register. We found that they used two particular discourse
practices to make sense of the mathematics register and that they came
to discuss the mathematics register as more than specialized
vocabulary.
rv: