Author : Davaasuren Munkhjargal
Publisher : ProQuest
Page : 180 pages
File Size : 19,12 MB
Release : 2006
Category : Mathematics
ISBN : 9780542876226
Author : Barbara Blanke
Publisher : Teacher Created Materials
Page : 200 pages
File Size : 23,79 MB
Release : 2018-03-01
Category : Education
ISBN : 1425825907
This invaluable resource provides teachers with the tools they need to facilitate mathematical discourse and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. This book will help teachers develop a new set of pedagogical skills and strategies to assess, plan, and organize their classrooms in a manner that is conducive to mathematical discourse. With helpful tips and strategies that are easy to implement, this standards-based book supports an equitable learning environment by encouraging active listening, clear communication, justification of perspective, and acknowledgement of students' experiences. Each chapter includes Culturally and Linguistically Responsive Teaching and Learning strategies to address cultural norms for diverse populations, and support the needs of English language learners. With tips for implementing Math Talks and Number Talks, this resource will get students thinking like mathematicians in no time.
Author : Tim Rowland
Publisher : Routledge
Page : 260 pages
File Size : 39,50 MB
Release : 2003-09-02
Category : Education
ISBN : 1135698333
Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.
Author : Libby Knott
Publisher : IAP
Page : 242 pages
File Size : 14,3 MB
Release : 2010-01-01
Category : Education
ISBN : 1607522845
The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are: * How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning? * How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms? * What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives? * How can teachers of pre-service teachers integrate discourse into their content and methods courses? * How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms? * What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like? * In what ways does mathematical discourse differ from discourse in general?
Author : Magdalene Lampert
Publisher : Cambridge University Press
Page : 280 pages
File Size : 42,8 MB
Release : 1998-10-13
Category : Juvenile Nonfiction
ISBN : 9780521621366
The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.
Author : Susan Jo Russell
Publisher : Heinemann Educational Books
Page : 0 pages
File Size : 47,14 MB
Release : 2017
Category : Education
ISBN : 9780325081144
If you ask students, "Why does that work?" do they know what you're asking and do you know what to listen for in their responses? Do you have images of what mathematical argument looks like in the elementary grades and how to help students learn to engage in this important practice? Do you have so much content to cover that finding time for this kind of work is difficult? But Why Does It Work? offers a simple, efficient teaching model focused on mathematical argument for developing the ability of students to justify their thinking and engage with the reasoning of others. Designed for individuals as well as study groups, this book includes access to classroom-ready instructional sequences, each built on a model supporting students in: noticing relationships across sets of problems, equations, or expressions articulating a claim about what they notice investigating their claim through representations such as manipulatives, diagrams, or story contexts using their representations to demonstrate why a claim must be true or not extending their thinking from one operation to another. Establishing a classroom culture where students gain confidence in their own mathematical voice and learn to value the contributions of their peers is a critical part of this work. The authors tell us, "If the idea underlying a student's reasoning is not made explicit, the opportunity for all students to engage in such thinking is lost." As students become a true community of mathematicians, they heighten each other's understanding by investigating questions, conjectures, and examples together. Enhanced with extensive video showing the instructional sequences in action-along with guiding focus questions and math investigations-But Why Does It Work? is a flexible approach that will help students confidently articulate and defend their reasoning, and share their deep thinking with others.
Author : Barbara Lynn Blanke
Publisher :
Page : 396 pages
File Size : 29,27 MB
Release : 2009
Category : Mathematics
ISBN :
The purpose of this case study was to examine a third-grade teacher's effective use of mathematical discourse in the classroom setting. The study offers insights into the following research questions: 1) How does a teacher's engagement in mathematical discourse communities influence her practice and self-efficacy as a mathematics educator? 2) What teacher moves support or hinder effective student discourse in mathematics? 3) How does the facilitation and maintenance of discourse communities enhance mathematical understanding for the teacher and the students? Four main sources of data were collected: 18 video-taped observations, including researcher field notes; pre-and-post observation discussions with the teacher; and three audio-taped interviews with the teacher. Data were analyzed using constructed grounded theory and situational mapping. These methods allowed the researcher to engage in simultaneous data collection and analysis, using memowriting as a way to form hunches around the data which were then explored in collaboration with the teacher. The analyses indicated the teacher engaged in a variety of pedagogical practices that moved her learners from the simple implementation of social norms to a higher level of discourse that supported their engagement in sociomathematical norms. These moves included the following: building a community of learners, encouraging students as mathematicians, asking genuine questions, pressing students and encouraging disequilibrium, promoting risk-taking, making teacher decisions transparent to students, and decentralizing her teaching. Factors that hindered student discourse included time, teacher language around the use of "I" statements, and teacher content knowledge. Through the use of these pedagogical practices and the integral part the teacher and students played in the creation and growth of their discourse community, student and teacher beliefs towards mathematics shifted and the teacher's selfefficacy was enhanced. Episodes from this classroom indicated mathematics instruction and teacher moves were purposefully planned and implemented, thus promoting student discourse. The mathematical understandings and beliefs of the teacher and her students were influenced by their participation in a well-established mathematical discourse community. The study shows how engaging in mathematical discourse can be one of the foundational cornerstones from which teachers and students can begin to construct a deeper understanding of the world of mathematics.
Author : Beth Herbel-Eisenmann
Publisher : Springer Science & Business Media
Page : 271 pages
File Size : 16,35 MB
Release : 2011-12-10
Category : Education
ISBN : 9400728123
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
Author : Paul Cobb
Publisher : Taylor & Francis
Page : 422 pages
File Size : 20,68 MB
Release : 2012-11-12
Category : Education
ISBN : 1135677832
This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.
Author : Paul Cobb
Publisher : Routledge
Page : 313 pages
File Size : 44,37 MB
Release : 2012-12-06
Category : Education
ISBN : 1136486100
This book grew out of a five-year collaboration between groups of American and German mathematics educators. The central issue addressed accounting for the messiness and complexity of mathematics learning and teaching as it occurs in classroom situations. The individual chapters are based on the view that psychological and sociological perspectives each tell half of a good story. To unify these concepts requires a combined approach that takes individual students' mathematical activity seriously while simultaneously seeing their activity as necessarily socially situated. Throughout their collaboration, the chapter authors shared a single set of video recordings and transcripts made in an American elementary classroom where instruction was generally compatible with recent reform recommendations. As a consequence, the book is much more than a compendium of loosely related papers. The combined approach taken by the authors draws on interactionism and ethnomethodology. Thus, it constitutes an alternative to Vygotskian and Soviet activity theory approaches. The specific topics discussed in individual chapters include small group collaboration and learning, the teacher's practice and growth, and language, discourse, and argumentation in the mathematics classroom. This collaborative effort is valuable to educators and psychologists interested in situated cognition and the relation between sociocultural processes and individual psychological processes.
