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ERIC Number: ED441696
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
From Monologue to Dialogue: Facilitating Classroom Debate in Mathematics Methods Courses.
Leonard, Jacqueline
The lecture is the primary method used to teach many college-level courses, including teacher education courses. While the lecture has its place, genuine classroom discussions can engage diverse learners in meaningful dialogue with their peers and/or the instructor. Learning to use different communicative forms is essential to promoting the ideals of mathematics reform. If prospective teachers are to become good facilitators of classroom discourse, they must be exposed to various discursive models in methods courses. In this study, the debate model was used to conduct teacher research in a mathematics methods course. The findings show that debate encourages different types of responses, helps students to develop convincing arguments, and allows teachers and students to learn from one another. Additional research is needed to show how engaging in mathematical discussions in methods courses helps pre-service teachers to become good facilitators of mathematical discourse. (Contains 15 references.) (Author/YDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A