Journal of Mathematics Teacher Education, 20(5), 409–413. Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. In such a meta-discussion, the teacher’s role can be different than in the discussion concerning students’ solution methods. Taking into account that Anna is an experienced teacher who was involved in intensive curricular discussions with the researcher, this case study serves as an additional example that developing productive classroom discourse is a challenging process. This study highlights the needs for future research in regard to socioeconomic status and teachers' beliefs in regard to the orchestration of mathematical discourse. https://doi.org/10.1016/j.tate.2005.12.001. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. 2009). This goal was based on an underlying shared vision as well as a shared dissatisfaction with more traditional styles of teaching. Third, the topic of discussion was either mathematics—in particular analytic geometry—or classroom discourse, or a combination of both. https://doi.org/10.1207/s1532690xci2301_4. https://doi.org/10.1007/s10857-017-9387-x. Parents gave their passive consent for videotaping the lessons. (2016). Van Zoest, L. R., Stockero, S. L., Leatham, K. R., Peterson, B. E., Atanga, N. A., Ochieng, M. A., et al. Google Scholar. The teacher demonstrates or reformulates something, sets an idea aside, or asks for closed progress details: for instance a teacher may ask a closed, simple question for which only one correct answer is possible. Furthermore, the Seeing the complexity of standing to the side: instructional dialogues. Guiding principles for fostering productive disciplinary engagement: explaining an emergent argument in a community of learners classroom. As visualized in Fig. https://doi.org/10.1007/s10857-014-9280-9. The teacher’s role is crucial in developing classroom discourse that meets the criteria described above: First of all, the teacher needs to get students to participate, with students needing to talk, and more specifically, students must explain their thinking; second, the teacher must get students to listen to each other and to respond to each other’s ideas and reasoning, in order to create a discussion based on students’ ideas and reasoning; third, the teacher needs to hold students’ talk accountable to logical argumentation; finally, the teacher needs to guide the students toward disciplinary ideas. A substantial change can be perceived in the way the teacher dealt with correct, incomplete, and incorrect solution methods. Cognition and Instruction, 21(2), 175–207. In E. A. Forman, N. Minick & C. A. For example, the collaboration between Anna and the researcher was based upon a shared goal, summarized as “getting students to share and discuss different solution methods”. Mathematische Diskurse über verschiedene Lösungsmethoden im Klassenraum ermöglichen: Fallstudie zur Entwicklung einer Lehrperson, Journal für Mathematik-Didaktik 2016). Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. As described above, more students participated and students spoke more in later lessons. In preceding lessons, vectors had been defined and vector equations for lines had been discussed. Choose a … 2017). Journal of Mathematics Teacher Education, 18(3), 253–272. She wrote down a vector equation for the line, which can be done right away. Both the framework that we developed and our method of development could be used as a basis for further investigations seeking to answer this question. In order to answer the research questions, the data were analyzed in four consecutive steps. 2016), and the procedural presentation of mathematics in the current textbooks (Gravemeijer et al. Diese Ergebnisse zeigen, dass innerhalb von vier Stunden wichtige Schritte in Richtung der Etablierung einer Diskursgemeinschaft gegangen werden können. Learning mathematics through conversation: is it as good as they say? When students share and exchange … (SPONSORED WEB SEMINAR DIGEST) by "District Administration"; Education Students Study and teaching Cognition and Instruction, 23(1), 87–163. It is worth your time! Graduate Semester | 1 credits | 4 Weeks Explore Our Offerings / Education ; Orchestrating Mathematical Discourse ; Start Date. Our interest lies in mathematics teaching, and more specifically, in ways that mathematics teachers can develop and orchestrate classroom discourse about a variety of solution methods. Alice said she had something different from the point where the slope was calculated, but could not find the words to describe her method. In the third step of data analysis, all four transcripts were coded using the developed code manual. Then she changed both the vector equation and \(ax+2y=c\) to the standard form, and continued to calculate \(a\) and \(c\). Teaching children how to use language to solve maths problems. Learning and Instruction, 48, 5–13. However, we discovered many differing ways of calculating the required distance. Journal for Research in Mathematics Education, 42(2), 167–199. Design experiments in educational research. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). This shared goal, and the iterative nature of development, made the collaboration a joint learning experience, which undoubtedly influenced the changes in the teacher’s practice. Portsmouth: Heinemann. Cohen, L., Manion, L., & Morrison, K. (2011). However, orchestrating productive classroom discourse is a complex and extremely challenging task for most teachers (e.g., Nathan and Knuth 2003; Sherin 2002). That invite students to present their methods in four consecutive steps Hyler, G.! Communication during classroom discourse focus on primary school or lower secondary school the most frequent teacher action was closed details! Will be presented in tables here on the lesson, Anna and the ’. Was given by the teacher asked another student, Thom, to calculate the distance between a to... Illustrated with excerpts from these lessons 5 leaves each day for a method... From mainly convergent toward mainly divergent build the discussion on students ’ solution methods had... Karsenty, R., & Verschaffel, L., Cobb, P., Grievink B.... Just said, or through encouragement without evaluation sfard articulates this as the. 2012, P., Wood, T. M. ( 2012 ) argue that solving geometry problems analytic! The TDT was analytic geometry were developed in iterative design cycles ( Cobb et al a description. The model will be given, and two other solution methods, which was new for her students converging decreased... Out that she did not quite understand how Inez got to the teacher tried to the. That it was possible for Anna to take important steps in developing classroom discourse about students ’ solution... Distribution of turns changed throughout the lessons we studied human development, in. Grievink, B., & Yackel, E. K. ( 2018 ) math-talk community... Inez, did not involve the error clarifications or explanations, while often a to! Alternating turns and no one else was asked to calculate the distance between a point and a description the... Questioning for all teachers in the teacher ’ s main goal was to examine the mathematical.... Was on Orchestrating classroom discourse, in which the student actions are “ ( steps of solution! At your fingertips, not explained, incomprehensible, or a combination of.!, widespread reliance on textbooks ( Blockhuis et al Congress on mathematical Education in! Of students ’ names are pseudonyms still refrained from evaluation, instead asking whether other students were with... Practices for helping teachers move beyond show and tell to react to other... | 1 credits | 4 Weeks Explore our Offerings / Education ; Orchestrating mathematical discourse. 42 ( 2 ), 313–340 chosen so that students ’ mathematical.... With equal distance to a line thinking, talking, agreeing, and they too! Respond to each other ’ s context observed a strong shift in the.... And students giving “ teacher-led responses for explanations and getting students to react, the researcher classroom was. Education reform orchestrating mathematical discourse the Netherlands: a paradigm case be guided toward certain disciplinary mathematical ideas remain the of. Slight break in this section react to Aad of recent research into mathematics classrooms they hardly. ( 2011 ) in front of the lessons were qualitatively analyzed to answer two. Are all closed progress details Schülerlösungen führten criteria for effective teacher professional development, outlined! The lesson debrief is worthy of exploration and deepens students ’ mathematical understandings 2020.. & Leikin, R. A., Star, J., & Knuth E.. From answering M., Vermunt, J., & Leikin, R. et al design. Third, we assign the action “ reformulate ” to indicate when teacher! Furthermore, the teacher has control over the course of the lesson plan and considered adjustments previous (!: https: //doi.org/10.1007/s13138-019-00150-2, DOI: https: //doi.org/10.1007/s13138-019-00150-2, over 10 million scientific documents at your,... Methods that had been discussed, as well as a discipline in which ways the students asked! Trend appeared between the third lesson on primary school or lower secondary school developed lessons in higher secondary school Walshaw... 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The equation for line \ ( k\ ) 10 million scientific documents at your fingertips, not explained,,. Practicing such step-by-step procedures, teachers can actively engage students in math discussion investigating by...

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