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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ672009
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0737-0008
A Study of Whole Classroom Mathematical Discourse and Teacher Change.
Nathan, Mitchell J.; Knuth, Eric J.
Cognition and Instruction, v21 n2 p175-207 2003
This study compared flow of information and peer- and teacher-directed scaffolding evident in whole class discussions during Years 1 and 2 of a middle school mathematics teacher's efforts to change classroom practices. Results showed that in Year 2, the teacher removed herself as the analytic center to invite greater student participation. Consequently, student-led discussion increased, but lacked the mathematical precision offered previously by the teacher. (Author/KB)
Descriptors: Change Strategies, Discourse Analysis, Elementary School Mathematics, Group Discussion, Middle School Students, Middle School Teachers, Middle Schools, Professional Development, Scaffolding (Teaching Technique), Self Evaluation (Individuals)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A