This study explores the use of Valsiner's zone theory as a way to interpret the zones of proximal development of three secondary teachers in mathematics and science. Specifically, we used classroom discourse to identify what the participating teachers promoted (zone of promoted action) or allowed (zone of free movement) in the classroom as a way…

Uses classroom discourse in an undergraduate mathematics course to challenge pre-service secondary mathematics teachers' notions about mathematical discourse, what it might resemble in the classroom, and how its various forms can be cultivated by classroom teachers. Results indicate that participants made a transition toward an image of discourse…

Explores pedagogy for supervision through a case study of one prospective middle school mathematics teacher during her student teaching semester. Characterizes the emerging pedagogy of teaching episodes by use of open-ended questions, shift away from the supervisor's evaluations of the teaching, sustained focus throughout supervision, and an…