Clarifiable Ambiguity in Classroom Mathematics Discourse

2019 ◽  
Vol 12 (1) ◽  
pp. 28-37
Author(s):  
Blake E. Peterson ◽  
Keith R. Leatham ◽  
Lindsay M. Merrill ◽  
Laura R. Van Zoest ◽  
Shari L. Stockero
Keyword(s):  
Mathematics Discourse

Tools for Facilitating Meaningful Mathematics Discourse

2019 ◽  
Vol 24 (6) ◽  
pp. 354-361
Author(s):  
Michael D. Steele
Keyword(s):  
Classroom Discourse ◽  
Success For All ◽  
Mathematics Discourse ◽  
Mathematical Success ◽  
Research Based Practices

This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.

Mathematics Discourse: It's Like Hearing a Foreign Language

2007 ◽  
Vol 101 (4) ◽  
pp. 301-305
Author(s):  
Donna Kotsopoulos
Keyword(s):  
Foreign Language ◽  
Learning Difficulties ◽  
Mathematics Discourse ◽  
Mathematics Educators

Jacob's lament is all too familiar to teachers of mathematics. Too frequently I have heard students comment that hearing the language used in mathematics is “like hearing a foreign language.” This perception is an important consideration for mathematics educators in understanding the ways in which students experience learning difficulties.

Internationally Educated Mathematics Teacher Candidates

2017 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Dragana Martinovic
Keyword(s):  
Student Teacher ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Mathematics Discourse ◽  
Social Discourses ◽  
Diverse Student ◽  
Practice Teaching ◽  
Power And Authority

This paper addresses the issues noted among diverse student teacher population at one Canadian university. In her previous research, the author found three main concerns expressed by the internationally educated teacher candidates, namely the communication concern (e.g., use of grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. This study builds on the previous results and addresses the experiences of mathematics IETCs, in an attempt to find how the concerns theory plays out when the IETCs use language to navigate practice teaching in Canadian schools, what kind of discourse of power they see in the cross-cultural encounters, and how they use mathematics discourse to counteract the broader social discourses.

Sign in / Sign up

Export Citation Format

Share Document