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ERIC Number: ED414264
Record Type: Non-Journal
Publication Date: 1997-Nov-14
Pages: 16
Abstractor: N/A
Reference Count: N/A
If They're Talking, They're Learning? Teachers' Interpretations of Meaningful Mathematical Discourse.
Clement, Lisa
In this study a university mathematics instructor was observed teaching a mathematics content course for preservice elementary teachers. The study focused on her interpretation of meaningful mathematical discussions. The instructor believed in the importance of teacher-student communication and discussion, but saw no differences between meaningful discussion in mathematics classrooms and discussions in other disciplines. After viewing the videotapes, she stated that good discussions had occurred because she had engaged students in discussion, questioned them, and probed for alternate solution strategies. However, she did not consider the nature of the discourse to be important in whether or not the discussion was meaningful. A student example indicates that students may never get the message that their thinking and understanding are important aspects of learning mathematics if they experience discourse that is more oriented toward operations than toward the underlying reasoning. A conclusion is that to promote meaningful discourse in mathematics classrooms, mathematics teachers, as researchers, must take the time to understand and explicate what meaningful mathematical discourse is and what it is not. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A