Peer reviewed
Download full textERIC Number: ED599734
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
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An Analytic Framework for Describing Teachers' Mathematics Discourse in Instruction
Adler, Jill; Ronda, Erlina
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
We illustrate an analytic framework for teachers' mathematics discourse in instruction (MDI). MDI is built on three interacting components of a mathematics lesson: a sequence of examples and related tasks; accompanying talk; patterns of interaction. Together these illuminate what is made available to learn. MDI is grounded empirically in mathematics teaching practices in South Africa, and theoretically in socio-cultural theoretical resources. The framework is responsive to the goals of a particular research and professional development project with potential for wider use. [For the complete proceedings, see ED597799.]
Descriptors: Mathematics Instruction, Discourse Analysis, Classroom Communication, Interaction, Teaching Methods, Sociocultural Patterns, Guidelines, Faculty Development, Foreign Countries, Grade 10, Algebra, Lesson Plans, Mathematics Teachers, High School Teachers
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: Grade 10; High Schools; Secondary Education
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Language: English
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Identifiers - Location: South Africa
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