A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

Autor/inn/en	Adler, Jill; Ronda, Erlina
Titel	A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 3, S.237-254 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1089677
Schlagwörter	Mathematics Instruction; Discourse Analysis; Models; Teaching Models; Teaching Methods; Classroom Techniques; Classroom Communication; Student Participation; Educational Resources; Task Analysis; Naming; Secondary School Mathematics; Data Interpretation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Diskursanalyse; Analogiemodell; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsmittel; Aufgabenanalyse; Data evaluation; Datenauswertung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that names and legitimates what comes to count as mathematics in a particular lesson), learner participation (interaction between teacher and learners and amongst learners) and the object of learning (the lesson goal). MDI is grounded empirically in mathematics teaching practices in South Africa, and theoretically in sociocultural theoretical resources. The MDI framework allows for nuanced descriptions of mathematics teaching and interpretations of differences in what is mathematically made available to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01