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ERIC Number: EJ896368
Record Type: Journal
Publication Date: 2008-Sep
Pages: 36
Abstractor: As Provided
Reference Count: 136
ISBN: N/A
ISSN: ISSN-0034-6543
The Teacher's Role in Classroom Discourse: A Review of Recent Research into Mathematics Classrooms
Walshaw, Margaret; Anthony, Glenda
Review of Educational Research, v78 n3 p516-551 Sep 2008
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers. (Contains 1 note and 5 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A