Making Mathematical Discourse Worth Your While

Autor/inn/en	Bertolone-Smith, Claudia M.; Gillette-Koyen, Linda
Titel	Making Mathematical Discourse Worth Your While
Quelle	In: Teaching Children Mathematics, 25 (2019) 4, S.242-248 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Education; Mathematics Instruction; Teaching Methods; Classroom Communication; Elementary School Mathematics; Mathematics Skills; Skill Development; Thinking Skills; Communication Skills; Problem Solving; Word Problems (Mathematics); Mathematics Activities; Class Activities; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Kommunikationsstil; Problemlösen; Textaufgabe
Abstract	The first author's initial attempts at a whole-class mathematics discussion were woefully dysfunctional. Ten second graders showing their answers to a missing addend question about the number of children left riding a school bus did not result in the mathematical epiphany that the textbook promised. She did not give up on using mathematical discourse in my classroom; she knew students needed a platform to voice their mathematical ideas. So she kept at it, adjusting this and that until she had a predictable, productive routine that allowed children to safely express their mathematical ideas. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01