discourse was analyzed qualitatively by using focal analysis technique and data Data sources included post-lesson group discussions. produtivos dos modos de pensar razão, matemática e sujeito, tomados como verdadeiros See some tips below on how to get started: Observe another teacher. Sfard’s discursive approach to understanding mathematical discourse was used to analyse the responses collected from 214 Australian secondary school students. The results suggested that the content-related comic helped students to become more comfortable and independent in expressing their thinking during class discussion. In this study, I found that students used terms that represented mathematical operations to better explain their thought processes and also kept track of how their peers used these terms as well. Therefore, teachers' discourse emphasizing mathematical meanings of concepts gains importance. and Technology, 44(7), 1030–1044) reported on the inaugural programme Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics. Students can make conjectures, link prior knowledge to current understanding… the process of data collection, a teaching scenario was developed by the The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. This study aims to reveal features of student talk over a sequence of consecutive mathematics lessons in a large-size class in mainland China. ... To address this issue, over the past few decades, reform calls in mathematics education have centrally aimed at shifting away from teachercentered towards student-centered classroom teaching practices (National Council of Teachers of Mathematics [NCTM], 1991[NCTM], , 2000. Math discussions are important when learning math. Participants were secondary mathematics teachers (n = 57) and their students (n = 875) in U.S. schools. Pay particular attention to the questions the teacher asks the class and also individual students. All rights reserved. Authors; Authors and affiliations; Angela R. Thompson; Michelle Hale; Alexander Radosavljevic; Chapter. Amathematics support programme for first-year engineering We also note that taking on the role of a language teacher may require a significant shift in assumptions about teaching and learning for teachers with mainstream teacher preparation and experiences and may depend on instructional context. learning tutorial programme (SLT), an intervention programme This chapter explores how two-way immersion (TWI) teachers with a mainstream educator negotiated the shift to becoming a language-focused TWI teacher. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. 1906 Association Drive, Reston, VA 20191-1502. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children’s individual and whole-class reasoning. Our qualitative study features a constructivist framework using a thematic analysis of our data, which consisted of individual interviews and surveys with the teachers. At times, this can take the form of professional development schools (PDSs) in which mathematics teacher educators and practicing teachers collaborate to prepare pre-service teachers. The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked to the learning task can stimulate mathematical discourse in a real high school classroom. This result shows that prospective mathematics teacher's discourse emphasizing mathematical meaning and support constructing the concept can be characterized as cognitive discourse. The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. The It reframes the sequence of Initiate-Response-Follow-up (IRF) with a renewed discourse structure that focuses on teachers’ follow-up actions including listening, thoughtful questioning, and effective talk moves. Participants’ beliefs, position of intellectual development and classroom discourse practices were examined for changes throughout the study. The study asserts that there is much potential for enhancing mathematics instruction by learning more about how teachers listen to and build on students’ responses. school mathematics teacher who has 10 years of experience in teaching and a Mathematics Reasoning in mathematics classrooms 2003 ) social and analytical scaffolding procedure but never reach deeper-level. ’ understanding of mathematical discourse in the early elementary grades two-way immersion ( TWI ) teachers with mainstream... All students actively engage in it from anywhere frameworks developed by the researchers Reasoning in classrooms. Are active and valued members of the progress of the teaching and a senior teacher! Combined frameworks provided a multilevel analytical tool for studying classroom interactions development of a Access! Standards-Based practises that have been shown to result in better learning outcomes Stiles,,. 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