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ERIC Number: EJ875477
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0740-8404
A Mathematics Teacher's Transition toward Inquiry-Based Discourse in a Course for Prospective Elementary Teachers
Clement, Lisa
AMATYC Review, v26 n1 p47-62 Fall 2004
Using Kazemi's and Stipek's (2001) framework of classroom practice, the discourse between students enrolled in a mathematics-for-teachers course and their instructor is examined. The teacher's practice is in transition from a focus on having students share multiple strategies toward a practice that additionally includes the mathematical justifications for those strategies, and pressing students to explore their errors. Field observations, classroom transcripts, teacher interviews, and student interviews were analyzed and triangulated for this study.
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A