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ERIC Number: ED489757
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Progressive Discourse in Mathematics Classes--The Task of the Teacher
Groves, Susie; Doig, Brian
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use of complex, challenging tasks that problematised the curriculum; the orchestration of student reporting to allow all students to contribute to progress towards the community's solution to the problem; and a focus on seeking, recognizing, and drawing attention to mathematical reasoning and justification, and using this as a basis for learning. [For complete proceedings, see ED489632.]
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; Grade 7
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A