ERIC Number: EJ1372241
Record Type: Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2156-1400
Pre-Service Teachers' Discourse Moves during Whole Class Mathematical Discussions: An Analysis and Proposed Framework
Ducharme, Alden; Smith, Carmen Petrick; King, Barbara
Journal of Mathematics Education at Teachers College, v13 n2 p9-17 Fall 2022
Learning to facilitate whole-class mathematical discussions is a complex task. Teachers must become adept at using discourse moves to elicit and extend student thinking and move discussions towards a mathematical point. Practice-based mathematics methods courses give pre-service teachers opportunities to rehearse these moves in a controlled setting. Providing opportunities for practice, often called rehearsals or approximations of practice, have been shown to be effective at developing pre-service teachers' abilities to use discourse moves, but we still do not have a clear understanding of the types of discourse moves pre-service teachers use during discussions or how these moves change over the course of a discussion. In this article, we analyze. whole-class discussions facilitated by pre-service teachers to determine the types of discourse moves used as the discussion progresses. Based on this data and relevant literature, we propose a framework for the structure of whole-class mathematical discussions.
Descriptors: Preservice Teachers, Mathematics Instruction, Classroom Communication, Discourse Analysis, Group Discussion, Teacher Student Relationship, Thinking Skills, Discourse Modes, Methods Courses, Teacher Education Programs, Inquiry, Video Technology, Active Learning, Secondary School Teachers, Mathematics Teachers
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A