id: 02344909
dt: j
an: 2002b.01042
au: Knuth, Eric; Peressini, Dominic
ti: A theoretical framework for examining discourse in mathematics classrooms.
so: Focus Learn. Probl. Math. 23, No. 2-3, 5-22 (2001).
py: 2001
pu: Center for Teaching, Learning of Mathematics, Framingham, MA
la: EN
cc: C50
ut:
ci:
li:
ab: The purpose in writing this paper is to present a theoretical framework for
examining discourse in mathematics classrooms that draws upon ideas
from outside the body of mainstream mathematics education literature.
We begin our discussion by characterizing the nature of discourse
associated with two different traditions of school mathematics:
traditional mathematics education and reform-based mathematics
education. We then provide the rationale for, describe, and
apply-to-two mathematics classroom episodes-the theoretical framework
that has guided our own analysis of school mathematics discourse. In
conclusion, we discuss a variety of issues that have arisen as we have
used this theoretical framework and some considerations for future
research. (From the introduction)
rv: