id: 02322369
dt: a
an: 2000b.00872
au: Elliott, Rebekah L.; Knuth, Eric J.
ti: Teacher change: developing an understanding of meaningful mathematical
discourse.
so: Dossey, John A. et al., Proceedings of the nineteenth annual meeting:
Psychology of mathematics education (PME-NA XIX). Vol. 1. ,. 285-290
(1997).
py: 1997
pu: ,
la: EN
cc: C53
ut:
ci:
li:
ab: 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)
rv: