Mathematical Discourse for Teaching: A Discursive Framework for Analyzing Professional Development [Konferenzbericht] 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).

Autor/in	Cooper, Jason
Titel	Mathematical Discourse for Teaching: A Discursive Framework for Analyzing Professional Development [Konferenzbericht] 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).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Knowledge Base for Teaching; Mathematics; Faculty Development; Academic Language; Elementary School Teachers; Doctoral Students; Discourse Analysis + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Diskursanalyse
Abstract	The framework of mathematical knowledge for teaching (MKT) is brought under the discursive framework of Commognition in order to track learning in professional development (PD). I follow MKT in differentiating between subject matter discourse and pedagogical discourse. The framework, which I call Mathematical Discourse for Teaching (MDT) permits a combined view on mathematical and meta-mathematical issues as constituted in discourse. Such meta-issues are found to be a significant part of what is taught and learned in a particular PD, where mathematics Ph.D. students teach elementary school teachers. Through the analysis of a lesson on parity I show how "knowing" has different meanings in mathematical and pedagogical discourses, and find evidence of learning in the evolving ways in which the parties use this term. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01