Examining the Tensions between High Quality Discourse and Sharing Mathematical Authority with Students [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/in	Sullivan, Patrick
Titel	Examining the Tensions between High Quality Discourse and Sharing Mathematical Authority with Students [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Student Centered Learning; Classroom Communication; Mathematics Instruction; Secondary School Teachers; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Discussion (Teaching Technique); Faculty Development; Teacher Attitudes; Mathematics Teachers; Secondary School Mathematics; Power Structure; Student Participation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassengespräch; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Current reform efforts challenge teachers to create more student-centered classrooms focused on high quality classroom discourse (NCTM, 2014). There are difficulties, however, teachers face in bringing this vision to fruition. Over the past three years, we have worked with a group of 7-12 teachers supporting their efforts to implement high quality classroom discourse. Although their espoused beliefs aligned with our vision of high-quality discourse, their enacted practices did not align with those espoused beliefs. Further analysis suggested that many of these challenges are related to sharing mathematical authority with their students. We intend to share a set of "Look Fors" to build awareness of features of sharing mathematical authority that might be inhibiting the quality of teachers' classroom discourse. A set of questions will also be shared to help teachers decide upon a plan of action to overcome those challenges. [For the complete proceedings, see ED606556.] (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	2024/1/01