The Teacher's Discourse Moves: A Framework for Analyzing Discourse in Mathematics Classrooms
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| Title: | The Teacher's Discourse Moves: A Framework for Analyzing Discourse in Mathematics Classrooms |
|---|---|
| Language: | English |
| Authors: | Krussel, Libby, Springer, G. T., Edwards, Barbara |
| Source: | School Science and Mathematics. Nov 2004 104(7):307-307. |
| Availability: | School Science & Mathematics Association, The Ohio State University, 238 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172. Web site: http://www.ssma.org. |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2004 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Figurative Language, Teaching Assistants, Mathematics Education, Distance Education, Mathematics Instruction, Discourse Analysis, Teacher Student Relationship, Teacher Role |
| ISSN: | 0036-6803 |
| Abstract: | In this paper a framework is proposed for analyzing the deliberate actions taken by a teacher to participate in or influence the discourse in mathematics classrooms, and such actions are referred to as the teacher's discourse moves. This work synthesizes elements of several other discourse frameworks, including those of Richards, Sfard, Cobb, and Knuth and Peressini. Expanding on the improvisational dance metaphor of Heaton's, the framework views the teacher in the additional multiple roles as a Choreographer/Stage Manager/Director of classroom discourse. Several research applications of the discourse framework to collegiate mathematics education are discussed, including discourse around collaborative problem solving in Treisman Emerging Scholars workshops, a video-based study of a college-level geometry course for teachers, discourse in wireless networked classrooms, and the asynchronous discourse in an online statistics course. |
| Abstractor: | ERIC |
| Number of References: | 13 |
| Entry Date: | 2005 |
| Accession Number: | EJ708073 |
| Database: | ERIC |
| Abstract: | In this paper a framework is proposed for analyzing the deliberate actions taken by a teacher to participate in or influence the discourse in mathematics classrooms, and such actions are referred to as the teacher's discourse moves. This work synthesizes elements of several other discourse frameworks, including those of Richards, Sfard, Cobb, and Knuth and Peressini. Expanding on the improvisational dance metaphor of Heaton's, the framework views the teacher in the additional multiple roles as a Choreographer/Stage Manager/Director of classroom discourse. Several research applications of the discourse framework to collegiate mathematics education are discussed, including discourse around collaborative problem solving in Treisman Emerging Scholars workshops, a video-based study of a college-level geometry course for teachers, discourse in wireless networked classrooms, and the asynchronous discourse in an online statistics course. |
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| ISSN: | 0036-6803 |
