ERIC Number: ED305237
Record Type: RIE
Publication Date: 1988-Dec
Reference Count: N/A
The Teacher's Role in Reinventing the Meaning of Mathematical Knowing in the Classroom. Research Series No. 186.
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the meaning of knowing mathematics in school closer to what it means to know mathematics within the descipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public school. The teacher modeled a form of social interaction appropriate to making mathematical arguments in response to students' conjectures. Students were taught to examine the hypotheses about mathematical structures that underlie their solutions to problems. The outcomes of this teaching are described in terms of the abilities and propensities students develop to create mathematical arguments in a particular episode of classroom interaction. (Author)
Descriptors: Elementary School Mathematics, Grade 5, Hypothesis Testing, Intermediate Grades, Mathematical Logic, Mathematics Instruction, Mathematics Teachers, Protocol Analysis, Teacher Role
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($4.50).
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Sponsor: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Authoring Institution: N/A