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ERIC Number: ED392791
Record Type: RIE
Publication Date: 1995-Oct
Pages: 33
Abstractor: N/A
Reference Count: N/A
Beyond Exhortations Not To Tell: The Teacher's Role in Discussion-Intensive Mathematics Classes. NCRTL Craft Paper 95-2.
Chazan, Daniel; Ball, Deborah
This paper investigates the teacher's role in discussion-intensive pedagogy, arguing that one of the teacher's roles is to support an atmosphere of intellectual ferment. It offers possible language and stance for examining, describing, and analyzing these aspects of classroom discourse; language that is capable of finer distinctions, and a stance that is less aimed at evaluation. Teachers must manage productively the inevitable disagreements among students and between students and accepted mathematics. They must focus discussions, clarify students' views, and engage students in the examination of others' ideas. Making substantive mathematical comments or "telling" is one way that teachers can move students away from entrenched disagreements or provide useful disequilibrium and disagreement in the classroom. Two actual classroom episodes are presented to ground the discussion in a close view of the challenges posed for the teacher's role, followed by an analysis of the situations and the pedagogical issues posed. (Contains 29 references.) (NAV)
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($7.18).
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers: N/A