• The Role of Mathematics Discourse in Producing Leaders of Discourse
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The Role of Mathematics Discourse in Producing Leaders of Discourse

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This monograph showcases successful implementation of mathematical discourse in classrooms, addressing questions on learning, professional development, classroom dynamics, pre-service teacher integ...
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  • 11 November 2009
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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?
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Price: $54.00
Pages: 244
Publisher: Emerald Publishing Limited
Imprint: Information Age Publishing
Publication Date: 11 November 2009
ISBN: 9781607522829
Format: Paperback
BISACs: EDUCATION / Teaching / Subjects / General, Teaching of a specific subject
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Preface to The Role of Mathematics Discourse in Producing Leaders of Discourse; Bharath Sriraman.
Chapter 1. Student Mathematical Discourse and Team Teaching; Martha VanCleave and Julie Fredericks.
Chapter 2. Creating a Discourse-Rich Classroom (DRC) on the Concept of Limits in Calculus: Initiating Shifts in Discourse to Promote Reflective Abstraction; Robert W. Cappetta and Alan Zollman.
Chapter 3. Discursive Practices in College Pre-Calculus Classes; Jo Clay Olson, Libby Knott, and Gina Currie.
Chapter 4. "Yeah, but what if...?": A Study of Mathematical Discourse in a Third-Grade Classroom; Karen M. Higgins, Cary Cermak-Rudolf, and Barbara Blanke.
Chapter 5. The Role of Tasks in Promoting Discourse Supporting Mathematical Learning; Sean Larsen and Joanna Bartlo.
Chapter 6. Learning to Use Students' Mathematical Thinking to Orchestrate a Class Discussion; Blake E. Peterson and Keith R. Leatham.
Chapter 7. Orchestrating Whole-Group Discourse to Mediate Mathematical Meaning; Mary P. Truxaw and Thomas C. DeFranco.
Chapter 8. Eliciting High-Level Student Mathematical Discourse: Relationships between the Intended and Enacted Curriculum; Nicole Miller Rigelman.
Chapter 9. Beyond Tacit Language Choice to Purposeful Discourse Practices; Beth Herbel-Eisenmann.
Chapter 10. Care to Compare: Eliciting Mathematics Discourse in a Professional Development Geometry Course for K–12 Teachers; Maria G. Fung, David Damcke, Dianne Hart, Lyn Riverstone, and Tevian Dray.
Chapter 11. Sociomathematical Norms in Professional Development: Examining Leaders' Use of Justification and Its Implications for Practice; Rebekah Elliott, Kristin Lesseig, and Elham Kazemi.