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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ624070
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Using Classroom Discourse To Understand a Prospective Mathematics Teacher's Developing Practice.
Blanton, Maria L.; Berenson, Sarah B.; Norwood, Karen S.
Teaching and Teacher Education, v17 n2 p227-42 Feb 2001
Examined a preservice middle school mathematics teachers' emerging practice, investigating the nature of classroom discourse and its role in her development while student teaching. Early classroom discourse mediated her teaching toward a traditional paradigm of giving information. Ultimately, experiencing the power and diversity of students' ideas contributed to shifts in her early forms of practice. (SM)
Descriptors: Discourse Analysis, Higher Education, Mathematics Instruction, Mathematics Teachers, Middle School Teachers, Middle Schools, Preservice Teacher Education, Student Teachers, Student Teaching
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