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ERIC Number: ED545670
Record Type: Non-Journal
Publication Date: 2010
Pages: 348
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-8635-3
Preservice Teachers' Mathematical Understanding: The Role of Discourse
Nillas, Leah A
ProQuest LLC, Ph.D. Dissertation, Illinois State University
This research study investigated preservice teachers' levels of mathematical understanding and their roles in classroom discourse. Qualitative methods, involving classroom observations, task-based interviews and analysis of responses to selected test items were employed. Five preservice teachers served as cases for this study. Results showed that preservice teachers engaged in different levels of mathematical understanding and the content and structure of their participation in classroom discourse variably influenced the roles they assumed as they participated in small or whole class discussions. Mathematical tasks and the teacher played significant roles in engaging preservice teachers in relevant classroom discourse. Findings suggested that providing a discourse-based learning environment conducive to mathematical sense-making, reasoning, and conceptual understanding should be emphasized in teaching and learning for understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A