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ERIC Number: EJ1005129
Record Type: Journal
Publication Date: 2013-Jan-30
Pages: 40
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1473-0111
Mathematics Teacher's Role in Promoting Classroom Discourse
Wachira, Patrick; Pourdavood, Roland G.; Skitzki, Raymond
International Journal for Mathematics Teaching and Learning, Jan 2013
Recent mathematics education reform calls for efforts to create collaborative and student-centered environments, where students have opportunities to reason and construct their understanding as part of a community of learners. Mathematics instruction should provide students opportunities to engage in mathematical inquiry and meaning making through discourse. While there have been successes to this end, traditional models of instruction still dominate mathematics education especially at the high school level. This can be attributed, in part to the teachers' role and their ability to successfully organize and facilitate collaborative classroom practices as called for by the reform movement. This qualitative study illustrates how one high school mathematics teacher engaged his students in classroom discourse and promoted in them the use of appropriate mathematics language to communicate their thinking and make sense of mathematics concepts. The study also shares students' perceptions of the teaching approach. The findings of the study suggest that while the mathematical dispositions of students depend significantly on their prior experiences they can be transformed over time by a teacher's pedagogical practices. This research recommends that high school mathematics teachers adopt some of the more recent reform-based instructional strategies that have been underutilized in these classrooms.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A