Facilitating Genuine Discourse: Effective Practices of an Expert Teacher

Autor/in	Akyuz, Didem
Titel	Facilitating Genuine Discourse: Effective Practices of an Expert Teacher
Quelle	In: Teacher Education and Practice, 25 (2012) 2, S.235-256 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Teacher Role; Facilitators (Individuals); Grade 7; Educational Change; Classroom Communication; Classroom Environment; Teacher Student Relationship; Expertise; Experienced Teachers; Numbers; Teaching Methods; Educational Theories; Vocabulary Development; Prior Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerrolle; School year 07; 7. Schuljahr; Schuljahr 07; Bildungsreform; Klassengespräch; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Expert appraisal; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Wortschatzarbeit; Vorkenntnisse
Abstract	Supporting a productive discourse is an important element of reform teaching, as it gives students opportunities to understand mathematical reasoning. In this study, the practices of an expert seventh-grade mathematics teacher are described to illustrate how she created and sustained a genuine mathematical discourse environment during the teaching of the integers unit. The results indicate that the teacher's actions to promote discourse can be collected under four main practices that support students' understanding and exploration. These practices are analyzed using the theory of teaching in context, which uses beliefs, goals, and knowledge to explain the rationale behind the teacher's actions. (Contains 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10