| Autor: |
Donoghue, Tarah Michelle, Ortega, Brenda A. Aguirre, Hand, Victoria, Leos, Victor Baldemar |
| Předmět: |
|
| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2023, p876-882, 7p |
| Abstrakt: |
This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher's discursive moves. The first framework comes from Lefstein et al. (2020) on generative discourse practices in learning communities. The second framework -- FAIR (Louie et al., 2021) -- offers noticing practices for deficit versus anti-oppressive mathematics teaching. Through these lenses, we found that the teacher's initial discourse practices were marked by deficit framing and noticing. The teacher's discourse practices begin to shift towards a culturally responsive pedagogy in response to a particular artifact that captured student noticing and reframed the teacher's problem of practice. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
|
