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Creating Conversations in the Second...

Markel, Caroline N.,

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Creating Conversations in the Secondary Mathematics Classroom: Experienced and Emerging Teachers Reflect on Cultivating Discourse and the Educational Policy Conditions that Support and Challenge Their Work /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating Conversations in the Secondary Mathematics Classroom: Experienced and Emerging Teachers Reflect on Cultivating Discourse and the Educational Policy Conditions that Support and Challenge Their Work // Caroline N Markel.
作者:	Markel, Caroline N.,
面頁冊數:	1 electronic resource (203 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32063665
ISBN:	9798314842737

Creating Conversations in the Secondary Mathematics Classroom: Experienced and Emerging Teachers Reflect on Cultivating Discourse and the Educational Policy Conditions that Support and Challenge Their Work /
Markel, Caroline N.,

Creating Conversations in the Secondary Mathematics Classroom: Experienced and Emerging Teachers Reflect on Cultivating Discourse and the Educational Policy Conditions that Support and Challenge Their Work /Caroline N Markel. - 1 electronic resource (203 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Teachers have been challenged to move beyond traditional ways of delivering mathematics instruction and re-image their classroom practice to include student voices engaging in rich mathematical discourse (NCTM 1991, 2000). With the release of the eight Standards for Mathematical Practice, which define the habits of mind teachers should seek to cultivate in their students, the third: "construct viable arguments and critique the reasoning of others," is devoted to mathematical talk (Common Core Standards Initiative, 2010, p. 6). In Principles to Actions, "facilitate meaningful mathematical discourse" is among the "eight Mathematics Teaching Practices, which represent a core set of high-leverage practices and essential teaching skills necessary to promote deep learning of mathematics" (NCTM, 2014, p. 9). However, if teachers are to orchestrate mathematical discourse effectively in their own classrooms-no easy task- more guidance is needed on how to navigate this transition away from more traditional teaching methods (Hufferd-Ackles et al., 2004). Spillane and Zeuli (1999) advocate for policy implementation research that focuses on "exploring patterns of practice as teachers adapt and enact instructional policy" (p. 20). This basic interpretative qualitative study sought to give voice to 16 experienced and emerging teachers via in-depth interviews as they reflected upon their time spent cultivating mathematical discourse communities. Fraivillig, Murphy and Fuson's (1999) Advancing Children's Thinking framework, used as a starting conceptual framework for this study, was complicated to include two additional components: (C) building the classroom culture, and (T) the importance of task selection. The resulting CTESE discourse cycle maintains the three instructional components of eliciting, supporting, and extending student thinking from the original ACT framework, but argues that they are mutually exclusive and iterative instead of overlapping and static. Finally, the intersection of policies that were supportive of these discourse practices and challenging to this work were explored. It was found that conditions that were inhibitive to mathematical discourse were teachers' perceptions of time, traditional mindsets that were incongruent with current best practices, and the aura of high-stakes testing. Conditions that were supportive of discourse aims were: access to professional development, school initiatives that complemented discourse, and a supportive administration.

English

ISBN: 9798314842737Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Mathematical discourse

Creating Conversations in the Secondary Mathematics Classroom: Experienced and Emerging Teachers Reflect on Cultivating Discourse and the Educational Policy Conditions that Support and Challenge Their Work /
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