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Download full textZahner, William; Wynn, Lynda; Calleros, Ernesto Daniel; Pelaez, Kevin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
We present an analysis of three 9th grade integrated mathematics lessons in which a group of teachers and researchers redesigned a sequence of lessons with the goal of engaging a linguistically diverse group of students in productive and powerful discussions (Herbel-Eisenmann et al. 2013). The three lessons were part of a design experiment. Two…
Descriptors: Discourse Analysis, Classroom Communication, Multilingualism, Mathematics Instruction
Byun, Sunghwan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In mathematics classrooms, teachers are often the authority as a knower of mathematics. To support students to develop their identity as doers of mathematics, teachers need to decenter the authority and to place students in a more powerful position as autonomous thinkers. Building on the work of Herbel-Eisenmann and colleagues (2013), this paper…
Descriptors: Mathematics Education, Student Centered Learning, Mathematics Teachers, Teacher Student Relationship
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
