NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1119886
Record Type: Journal
Publication Date: 2016-Dec
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1386-4416
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
Heyd-Metzuyanim, Einat; Tabach, Michal; Nachlieli, Talli
Journal of Mathematics Teacher Education, v19 n6 p547-574 Dec 2016
The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instructor's discourse, align with opportunities to learn. The data included a set of fully transcribed 11 lessons from an introductory algebra course. The method of analysis was built upon the communicational (commognitive) framework and included discerning between the instructor's mathematizing and identifying talk. This framework was extended to quantify the instructor's identifying talk over the whole set of lessons. Our findings showed that at the surface level, the instruction in the class seemed to align with "explorative" goals. On a deeper level, however, it was more aligned with "ritual" goals that are concerned with producing narratives about people, not about mathematics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A