Improving Mathematics Discourse through Action Research
| Autor: | Ruby L. Ellis, Christopher W. Parrish, W. Gary Martin |
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| Rok vydání: | 2019 |
| Předmět: | |
| Zdroj: | The Mathematics Teacher. 112:302-306 |
| ISSN: | 2330-0582 0025-5769 |
| DOI: | 10.5951/mathteacher.112.4.0302 |
| Popis: | NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36). |
| Databáze: | OpenAIRE |
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