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Choppin, Jeffrey; Herbel-Eisenmann, Beth – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This article explores how situating the linguistic move of revoicing within broader structures helps to explain why researchers and practitioners attribute a variety of forms and functions to revoicing, and shows how revoicing may be described as consisting of and situated within a broader set of discourse structures that represent a continuum…
Descriptors: Mathematics Instruction, Discussion (Teaching Technique), Student Participation, Student Role
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Herbel-Eisenmann, Beth A.; Johnson, Kate R.; Otten, Samuel; Cirillo, Michelle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
The mathematics register refers to the forms of meaning and styles of communication characteristic to the mathematics disciplinary community. An important role of teachers is to support students in developing facility with the mathematics register in order to support students' learning. This study focuses on the ways in which a group of secondary…
Descriptors: Secondary School Teachers, Mathematics Instruction, Teaching Methods, Vocabulary Development
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Suh, Heejoo; Musselman, Alexandria Theakston; Herbel-Eisenmann, Beth; Steele, Michael D. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
In this paper, we share our dilemma of disrupting teachers' deficit frames of students. The data comes from a professional development program with nine secondary mathematics teachers. In particular, we attended to when teachers talk about "low-level" students. Drawing on HarrĂ© and van Langenhove's (1999) idea of positioning, we examined…
Descriptors: Teacher Attitudes, Faculty Development, Secondary School Teachers, Mathematics Teachers