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The teacher's role in classroom discourse: A review of recent research into mathematics classrooms
 Review of Education Research
, 2008
"... Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining featur ..."
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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.
Characteristics of Effective Teaching of Mathematics: An Evidential Synthesis
, 2007
"... Worldwide, policy makers are placing increasing demands on schools to use effective, researchbased practices. In New Zealand a collaborative knowledge building strategy The Iterative Best Evidence Synthesis Programme has been implemented at policy level. This paper outlines the findings from the ma ..."
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Worldwide, policy makers are placing increasing demands on schools to use effective, researchbased practices. In New Zealand a collaborative knowledge building strategy The Iterative Best Evidence Synthesis Programme has been implemented at policy level. This paper outlines the findings from the mathematics Best Evidence Synthesis focused on identifying characteristics of pedagogical approaches that facilitate learning for diverse learners in the school sectors. In examining the links between pedagogical practices and a range of social and academic student outcomes we draw on the histories, cultures, language and practices for the New Zealand context and comparable international contexts. Our synthesis reinforces the complexity of teaching, suggesting that effective teaching occasions learning within a complex nested system involving communities, schools and classrooms.
Investigation of Effective Mathematics Teaching and Learning in Australian Schools
 Attitudes, Intentions and Participation. (LSAY Research Report No. 41). Camberwell
, 2004
"... This report has been prepared for the Australian Government Department of Education, Science and Training by ..."
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This report has been prepared for the Australian Government Department of Education, Science and Training by
Learning to notice: One aspect of teachers’ content knowledge in the numeracy classroom. Paper presented at the 28th annual conference of the Mathematics Education Research Group of Australasia (MERGA
, 2005
"... Current mathematics education reform efforts require teachers to learn in the act of teaching. At the forefront of this challenge are questions concerning the content knowledge that teachers bring to their work and how this might develop. In order to characterise how content knowledge is managed to ..."
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Current mathematics education reform efforts require teachers to learn in the act of teaching. At the forefront of this challenge are questions concerning the content knowledge that teachers bring to their work and how this might develop. In order to characterise how content knowledge is managed to meet the demands of reform, we investigated the processes through which teachers constructed, enacted, and negotiated knowledge within their classrooms. In this paper we report on one aspect of the teachers ’ experiences, namely ‘learning to notice ’ critical mathematical instances during classroom interactions. Current mathematics education reform efforts require teachers to learn in the act of teaching. Central to those reforms is an awareness of the critical role of the teacher in changing the traditional ways in which mathematics has been taught and learned in schools (Even, Tirosh & Markovitis, 1997). In the ‘new ’ mathematics environment students encounter, develop, and use mathematical ideas and skills in the context of genuine problems and situations. The teacher’s role is to choose appropriate ways to represent subject matter, ask questions, suggest activities and develop discussions. Deficit thinking about teachers ’ knowledge that has underscored research on teaching
The Role of Pedagogy in Classroom Discourse
"... Current curriculum initiatives in mathematics call for the development of classroom communities in which communication about mathematics is a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas, becomes a defining feature ..."
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Current curriculum initiatives in mathematics call for the development of classroom communities in which communication about mathematics is a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas, becomes a defining feature of a quality classroom experience. In this paper we provide a comprehensive and critical review of how mathematics teachers deal with classroom discourse. Synthesising the literature around a number of key themes, we critically assess the kinds of human and material infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes.
RACHEL SORENSEN: Effective Math 1 I wrote this paper for my Senior Studies course in Secondary Teaching
, 2003
"... Methods. Some of the questions that guided my research included "What practices and instructional techniques have been proven effective in teaching mathematics", "How do these differ from the practices of effective teaching in general", and "How does the ..."
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Methods. Some of the questions that guided my research included &quot;What practices and instructional techniques have been proven effective in teaching mathematics&quot;, &quot;How do these differ from the practices of effective teaching in general&quot;, and &quot;How does the new emphasis on educational standards impact the use of these practices in the classroom. &quot; As a mathematics teacher, I had both professional and personal interest in the subjectI wanted to know and understand effective instructional techniques in mathematics and reflect on how I could apply them in my own classroom. It is my goal to teach math in a way that builds critical thinking/reasoning skills and encourages mathematical communication.
Towards Highly Interactive Classrooms: Improving Mathematics Teaching and Learning with TINspire Navigator Towards Highly Interactive Classrooms: Improving Mathematics Teaching and Learning with TINspire Navigator Towards Highly Interactive Classrooms:
"... Executive Summary Improving mathematics teaching and learning through and beyond Algebra is one of the most important challenges facing educators worldwide. The powerful capabilities of technology to engage students, support their cognitive effort, represent mathematics insightfully, and better con ..."
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Executive Summary Improving mathematics teaching and learning through and beyond Algebra is one of the most important challenges facing educators worldwide. The powerful capabilities of technology to engage students, support their cognitive effort, represent mathematics insightfully, and better connect teachers and students are important to addressing the Algebra challenge. To leverage technology effectively, teachers need an appropriate pedagogical model. We propose a pedagogical model based on the concept of interactivity. By interactivity, we mean increasing the quality and frequency of backandforth interplay among the teacher, her students, and the mathematical content at hand. Technology can enhance many forms of interactivity, especially when: • students and teachers use technology to explore mathematical models, not just as a calculation tool, and when: • teachers use a shared display and instant feedback to increase students' cognitive engagement, not only to demonstrate or assess. Across these forms of interactivity, the most important goal is to increase student engagement centered on the doing and making sense of mathematics. Application of this principle leads to highly interactive mathematics classrooms, in which teachers: 1. engage their students in mathematically meaningful activities; 2. focus on mathematics with connections; 3. track what mathematics their students know and adapt accordingly; 4. make mathematics learning a shared responsibility of teachers and students. Implementing a highly interactive mathematics classroom takes more than technology, it requires support for professional development and time for teachers to learn and adapt. For example, the new capability to instantly capture and display students' screens can provide cognitive contrasts that drive learning, but only when the teacher uses classroom discussions to probe the meaning of contrasting screens. We propose an implementation model that proceeds in stages, based on research data that shows what teachers typically accomplish immediately, with experience and, eventually, as masters of the technologyrich classroom. By thinking in terms of not just technology but also a pedagogical model and implementation in stages, schools can realize deepening benefits over time. Within the first year, schools can experience increased student achievement and more positive student attitudes. Teachers see immediate benefits from knowing more about their students. Over time, with continued technological support and sustained professional development, schools can make progress in closing achievement gaps and introducing higherorder skills, such as mathematical problem solving, collaboration, and argumentation. Over many years, schools will develop master teachers who can lead further improvement in their regions, aimed at developing students' passion to pursue and succeed in university level mathematics and on toward challenging STEM careers.