An Analytic Framework for Describing Teachers' Mathematics Discourse in Instruction [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/inn/en	Adler, Jill; Ronda, Erlina
Titel	An Analytic Framework for Describing Teachers' Mathematics Discourse in Instruction [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	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; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Diskursanalyse; Klassengespräch; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Richtlinien; Ausland; Lesson planning; Unterrichtsplanung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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.] (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