Using an Undergraduate Geometry Course to Challenge Pre-service Teachers' Notions of Discourse |
| |
| Authors: | Maria L Blanton |
| |
| Institution: | (1) Department of Mathematics, University of Massachusetts Dartmouth, 285 Old Westport Road, North Dartmouth, MA, 02747-2300 |
| |
| Abstract: | This investigation uses classroom discoursein an undergraduate mathematics course tochallenge pre-service secondary mathematicsteachers' notions about mathematical discourse,what it might resemble in the classroom, andhow its various forms can be cultivated byclassroom teachers. The research setting was arequired geometry course taught by the author.Eleven pre-service mathematics teachers intheir junior or senior year of an undergraduate program participated. Results indicated participants made a transition toward an image of discourse as an active process by which students use the collective knowledge of their peers to build mathematical understanding and developed in their ability to participate in such discourse.This awareness, along with participants'analyses of their own habits of discourse asclassroom teachers, prompted shifts in theirprojected image of the role of discourse intheir future practices of teaching. Resultssuggested further that the undergraduatemathematics classroom (as opposed to themethods classroom) offers a powerful and uniqueforum in which pre-service secondary teacherscan practice, articulate, and collectivelyreflect on reform-minded ways of teaching. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
