Creating Cultures of Participation to Promote Mathematical Discourse

Autor/in	Bennett, Cory A.
Titel	Creating Cultures of Participation to Promote Mathematical Discourse
Quelle	In: Middle School Journal, 46 (2014) 2, S.20-25 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Secondary School Mathematics; Middle School Teachers; Discussion (Teaching Technique); Teaching Methods; Urban Schools; Student Diversity; Classroom Environment; Student Participation; Teacher Expectations of Students; Questioning Techniques; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Befragungstechnik; Fragetechnik; Lehrerrolle
Abstract	Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as whole class discourse. Both the National Council of Teachers of Mathematics ([NCTM], 2000) and the Common Core State Standards Initiative emphasize the importance of incorporating mathematical discourse into curricular and pedagogical frameworks of the classroom. Creating a classroom culture of participation is a necessary first step in implementing meaningful discourse and creating equitable learning experiences. This article provides a compilation of strategies and classroom structures from 13 middle level teachers from highly urban communities with tremendous cultural, linguistic, and ethnic diversity. It should be noted that these strategies are not a comprehensive list of effective strategies, but teachers frequently used these strategies as foundations for success in engaging their students in discourse to develop reasoning. If implemented together, these strategies have the potential to create a strong and steadfast culture of participation to support all students' learning of mathematics. (ERIC).
Anmerkungen	Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10