id: 02359330
dt: j
an: 2004d.03149
au: Hufferd-Ackles, Kimberly; Fuson, Karen C.; Gamoran Sherin, Miriam
ti: Describing levels and components of a math-talk learning community.
so: J. Res. Math. Educ. 35, No. 2, 81-116 (2004).
py: 2004
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C73 D43 D23 C63
ut: teaching practice
ci:
li: doi:10.2307/30034933
ab: The transformation to reform mathematics teaching is a daunting task. It is
often unclear to teachers what such a classroom would really look like,
let alone how to get there. This article addresses this question: How
does a teacher, along with her students, go about establishing the sort
of classroom community that can enact reform mathematics practices? An
intensive year-long case study of one teacher was undertaken in an
urban elementary classroom with Latino children. Data analysis
generated developmental trajectories for teacher and student learning
that describe the building of a math-talk learning community - a
community in which individuals assist one anotherâ€™s learning of
mathematics by engaging in meaningful mathematical discourse. The
developmental trajectories in the Math-Talk Learning Community
framework are (a) questioning, (b) explaining mathematical thinking,
(c) sources of mathematical ideas, and (d) responsibility for learning.
(orig.)
rv: