The Role of Mathematics Discourse in Producing Leaders of Discourse / The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education (ePub)
(Sprache: Englisch)
The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are:
* How does a teacher begin to learn about using discourse purposefully to improve mathematics...
* How does a teacher begin to learn about using discourse purposefully to improve mathematics...
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The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are:
* How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning?
* How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms?
* What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives?
* How can teachers of pre-service teachers integrate discourse into their content and methods courses?
* How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms?
* What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like?
* In what ways does mathematical discourse differ from discourse in general?
* How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning?
* How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms?
* What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives?
* How can teachers of pre-service teachers integrate discourse into their content and methods courses?
* How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms?
* What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like?
* In what ways does mathematical discourse differ from discourse in general?
Bibliographische Angaben
- Autor: Libby Knott
- 2010, 245 Seiten, Englisch
- Verlag: Information Age Publishing
- ISBN-10: 1607522845
- ISBN-13: 9781607522843
- Erscheinungsdatum: 01.01.2010
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
eBook Informationen
- Dateiformat: ePub
- Größe: 3.14 MB
- Mit Kopierschutz
Sprache:
Englisch
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