NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1134191
Record Type: Journal
Publication Date: 2017-Feb
Pages: 7
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1073-5836
Building Mathematics Discourse in Students
Gresham, Gina; Shannon, Tracy
Teaching Children Mathematics, v23 n6 p360-366 Feb 2017
Mathematics discourse is a teaching approach that encourages student discussion and reveals an understanding of concepts as students engage in mathematical reasoning and debate (Cobb 2006). Grabowski and Ke (2007) posit that students have significantly higher achievement and positive attitudes toward mathematics after participating in gaming stations. They reported a 75 percent increase in motivation in just six weeks after changing from whole-group instruction to a mathematical stations approach. By using such an approach--focusing on hands-on experiences, collaboration, and direct instruction--one of the authors, first-grade teacher Tracy Shannon, too, has redirected students' motivation for mathematics learning. She saw growth specifically in the areas of measurement and telling time when students became more engaged in their learning. This article focuses on building mathematics discourse in students.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A