Using classroom discourse to understand a prospective mathematics teacher's developing practice |
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| Institution: | 1. Departments of Neurophysiology and Psychiatry, “Hermanos-Ameijeiras” Hospital, University of Medical Science of Havana, Cuba;2. Department of Psychiatry, “Manuel Fajardo” Hospital, University of Medical Science of Havana, Cuba;3. Departments of Neurostatistics and Neuroinformatics, Cuban Neuroscience Center, Havana, Cuba;4. Faculty of Computer Sciences and Mathematic, University of Havana, Cuba;5. Department of Psychiatry and Psychotherapy, University of Münster, Germany |
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| Abstract: | This is an interpretive study of a prospective mathematics teacher's emerging practice during the professional semester. A Vygotskian (Mind in Society, Harvard University, Cambridge, MA, 1978 (Cole et al., Trans.; original work published 1934); Thought and Language, Massachusetts Institute of Technology, Cambridge, MA, 1986 (Kozulin, Trans.; original work published 1934)) perspective was used to examine the nature of classroom discourse and its role in Mary Ann's (pseudonym) development while student teaching. Results indicate that early classroom discourse mediated Mary Ann's teaching toward a traditional paradigm of giving information. Moreover, her subsequent efforts to cultivate dialogic discourse generated conflict that positioned students as mediators of her practice. Ultimately, experiencing the power and diversity of students’ ideas contributed to shifts in Mary Ann's early forms of practice. |
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