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Making Decisions About Discourse: Case Studies of Three Elementary-Level Teachers with Various Backgrounds and Years of Teaching Experience |
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Abstract:
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Communication, or discourse, has been a central component of recent national reform efforts. The reforms call for a discourse that has students actively engaged as the teacher manages intellectual activity and monitors student understanding. Although the teacher’s role is pivotal in determining how discourse manifests itself in the classroom, the role of the teacher in promoting discourse has not been given significant attention. This qualitative study investigated how three teachers made decisions regarding the use of discourse. A conceptual framework was developed to investigate this phenomenon using Shulman’s model of the teacher knowledge base and teaching decisions outlined as pedagogical reasoning and action processes. Case studies of a novice and two veteran teachers (one with a relatively strong background in mathematics education) are presented. |
Most Common Document Word Stems:
mathemat (86), teacher (67), discours (66), student (56), teach (38), classroom (34), process (31), educ (27), interview (26), decis (24), data (23), 1 (19), understand (19), observ (18), use (16), make (16), particip (16), lesson (16), reason (16), knowledg (15), 2000 (15), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Casa, Tutita. and DeFranco, Thomas. "Making Decisions About Discourse: Case Studies of Three Elementary-Level Teachers with Various Backgrounds and Years of Teaching Experience" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p24673_index.html> |
APA Citation:
| Casa, T. and DeFranco, T. , 2005-10-20 "Making Decisions About Discourse: Case Studies of Three Elementary-Level Teachers with Various Backgrounds and Years of Teaching Experience" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2008-12-12 from http://www.allacademic.com/meta/p24673_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Communication, or discourse, has been a central component of recent national reform efforts. The reforms call for a discourse that has students actively engaged as the teacher manages intellectual activity and monitors student understanding. Although the teacher’s role is pivotal in determining how discourse manifests itself in the classroom, the role of the teacher in promoting discourse has not been given significant attention. This qualitative study investigated how three teachers made decisions regarding the use of discourse. A conceptual framework was developed to investigate this phenomenon using Shulman’s model of the teacher knowledge base and teaching decisions outlined as pedagogical reasoning and action processes. Case studies of a novice and two veteran teachers (one with a relatively strong background in mathematics education) are presented. |
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| MAKING DECISIONS ABOUT DISCOURSE: CASE STUDIES OF THREE ELEMENTARY-LEVEL TEACHERS WITH VARIOUS BACKGROUNDS AND YEARS OF TEACHING EXPERIENCE Tutita M. Casa Thomas C. DeFranco University of Connecticut University of Connecticut tutita.casa@uconn.edu tom.defranco@uconn.edu Communication or discourse has been a central component of recent national reform efforts. The reforms call for a discourse that has students actively engaged as the teacher manages intellectual activity and monitors student understanding. Although the teacher’s role is pivotal in determining how discourse manifests itself in |
| (Eds.) Handbook of qualitative research (2nd ed. pp. 435-454). Thousand Oaks CA: Sage Publications. Wertsch J. (1991). Voices of the mind. Cambridge MA: Harvard University Press. Whitin P. & Whitin D. J. (1999). Mathematics is for the birds: Reasoning for a reason. In L. V. Stiff (Ed.) Developing mathematical reasoning in grades K-12 (pp. 107-114). Reston VA: National Council of Teachers of Mathematics. Yackel E. & Cobb P. (1996). Sociomathematical norms argumentation and autonomy in mathematics. Journal for Research |
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Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching
Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education
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