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ERIC Number: ED453183
Record Type: Non-Journal
Publication Date: 2000
Pages: 47
Abstractor: N/A
Reference Count: N/A
Using a Subject Area Course To Challenge Secondary Pre-Service Teachers' Models of Teaching: A Teacher Educator's Experience.
Blanton, Maria L.
This investigation uses classroom discourse in an undergraduate mathematics course to challenge preservice secondary mathematics teachers' notions about mathematical discourse, what it should resemble in the classroom, and how it can be cultivated by classroom teachers. The research setting was an upper level geometry course. Eleven preservice mathematics teachers participated. Results indicated a transition in participants' image of discourse as an active process by which students use the collective knowledge of their peers to build mathematical understanding and a development in students' ability to participate in such discourse. This awareness, along with participants' analyses of their own habits of discourse as classroom teachers, prompted shifts in their pedagogical image of the role of discourse in their future practices of teaching. Results further suggested that the undergraduate mathematics classroom (as opposed to the methods classroom) offers a powerful and unique forum in which preservice secondary teachers can practice, articulate, and collectively reflect on reform-minded ways of teaching. (Contains 27 references.) (Author/SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Improving Student Learning and Achievement in Mathematics and Science, Dartmouth, MA.