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ERIC Number: ED489642
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Elaborating the Teacher's Role--Towards a Professional Language
Siemon, Dianne; Virgona, Jo; Lasso, Maria; Parsons, Vanessa; Cathcart, Juli
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
As part of a larger project on effective numeracy teaching practice a number of teachers took turns to teach a small group of students in front of their peers who were located on the other side of a one-way window. Observing teachers were asked to comment on what they noticed "in-the-moment" and suggest labels or metaphors that captured the essence of the teacher's acts to support learning. Twelve scaffolding practices were identified as a result of this activity suggesting that it is a valuable tool for making explicit what teachers know and exercise intuitively in the context of primary mathematics classrooms. Here, we describe the activity and illustrate its potential for building a meaningful, accessible language that teachers can use to actively reflect on their practice. [For complete proceedings, see ED489597.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A