The intention of this study is to explore mathematical discourse and teaching methods in Grades 6 and 7 of primary school in the Eastern Cape Province of South Africa. The school's student population changed from predominately white English/Afrikaans-speaking learners before the 1994 election to predominately black Xhosa-speaking students in…

Examines processes and relationships among four secondary mathematics teachers as they established a discourse as part of their professional development. Findings suggest that more effective mentoring programs would depend on experienced teachers who are already engaging in a paradigmatic shift toward a more constructive teaching and learning…

Examines the complex interplay among 11 preservice secondary math teachers' instructional approaches and existing sociomathematical classroom norms. Findings suggest that existing norms (traditional or constructivist) in classrooms profoundly affected preservice teachers' instructional methods and their interactions with cooperating teachers. (16…

A recent study examined the complex interplay between the evolution of a dialogic community and four elementary teachers' changing beliefs and classroom practices. Teachers' dialog changed from information-sharing and description early in the year to questioning and critique as their involvement in the dialogic community progressed. Reflective…