@inbook {MATHEDUC.02322369,
author = {Elliott, Rebekah L. and Knuth, Eric J.},
title = {Teacher change: developing an understanding of meaningful mathematical discourse.},
year = {1997},
booktitle = {Proceedings of the nineteenth annual meeting: Psychology of mathematics education (PME-NA XIX). Vol. 1},
pages = {285-290},
publisher = {,},
abstract = {This paper reports how a sixth grade middle school mathematics teacher has learned to use discourse in her instruction. The first year of data shows the teacher as central in the development of classroom discussions even though much of her intention was to use students' participation as a means for mathematical learning. An intervention was constructed during the summer between the two years of research to examine the teacher's perceptions of her classroom discourse. The intervention, grounded in the teacher's classroom data, precipitated a change in instruction during the following year. Results suggest that the teacher is no longer the central figure in the mathematical discussion. Instead, students are working to construct their own understandings. This new practice, while honoring the students' understanding, has subtracted the teacher's mathematical knowledge from the classroom discussion. The teacher is a facilitator of the social structure of the discourse without adequately scaffolding the substantive mathematical structure. (Abstract)},
msc2010 = {C53xx},
identifier = {2000b.00872},
}