Using classroom discourse to understand a prospective mathematics teacher's developing practice

Blanton, Maria; Berenson, Sarah B.; Norwood, Karen S.

doi:10.1016/s0742-051x(00)00053-6

Cited by 32 publications

(23 citation statements)

References 7 publications

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“…Instead, they should be provided with more challenges in class, which will push them to express their ideas of the problem-solving procedures, and to think and learn new mathematics content in a foreign language. Researches show that if teachers can actively engage their students in classroom discourse, they are likely to engage them in more meaningful and sustained learning experience (Blanton, Berenson, & Norwood, 2001;Walshaw & Anthony, 2008). Therefore, it is important to change students' classroom experiences into meaningful ones that develop their interests by changing the prominent routines of classroom interactions and discourse.…”

Section: Changing Classroom Discoursementioning

confidence: 99%

Supporting English Language Learners in the Mathematics Classroom in the United States

2018

JME

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Section: Changing Classroom Discoursementioning

confidence: 99%

Supporting English Language Learners in the Mathematics Classroom in the United States

2018

JME

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“…Zeichner (2002) concluded that the university supervisors provided the necessary support for teacher candidates to fuse the foundational theories provided by coursework to the practice ofteaching. Many studies have identified the university supervisors as critical players in the education and development of teacher candidates (Blanton, Berenson & Norwood, 2001;Freidus, 2002;Frykholm, 1998;LaBoskey & Richert, 2002;Smith & Souviney, 1997).…”

Section: University Supervisorsmentioning

confidence: 99%

“…They also provide an authoritarian voice that gives the teacher candidates little room for personal style and reflection. Blanton, Berenson, and Norwood (2001) believe university supervisors should move past this "superficial role" for a more important and effective role. The university supervisor's most important role is that of a mentor; the supervisor aids teacher candidates in comprehending the dimensions of teaching and clearly defines best practice (Fernandez & Erbilgin, 2009;Smith & Souviney, 1997).…”

Section: The Roles Of a Supervisormentioning

confidence: 99%

“…The university supervisors as part of the field experience of teacher candidates are key (Blanton, Berenson & Norwood, 2001;Freidus, 2002;Frykholm, 1998;Laboskey & Richert, 2002) in providing the dialogue to facilitate reflection (Blanton et aI., 2001;Fernandez & Erbilgin, 2009) and thus challenging the teacher candidates' beliefs. The university supervisor acts as a coach in the field (Slick, 1997) bridging theory and practice.…”

Section: Planning the Professional Developmentmentioning

confidence: 99%

“…This study also found that it is necessary to have cohesiveness in philosophy and expectations. University supervisors provide influential support in the education and development of teacher candidates (Blanton, Berenson & Norwood, 2001;Freidus, 2002;Frykhol, 1998;Laboskey & Richert, 2002;Smith & Souviney, 1997). …”

Section: Connecting Findings To Literaturementioning

confidence: 99%

See 2 more Smart Citations

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Livers¹

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Studying mathematics problem-solving classrooms. A comparison between the discourse of in-service teachers and student teachers

et al. 2008

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In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that both groups of teachers are different in how they direct the student's attention toward the essential aspects implied in the resolution of word problem. On the one hand, the in-service teachers guaranteed students' understanding of the problem before dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service teachers allowed a high level of student participation, while student teachers took a more prominent role so children's participation was lower.The importance of sociocultural context in the acquisition of mathematical knowledge is becoming more and more widely accepted. Specifically, educational research assumes that a large part of pupils' mathematics ideas are developed in the interaction between teachers and pupils in communication situations aimed at the acquisition of shared knowledge. In this regard, special attention has been paid to the study of the discourse used by teachers and pupils in classrooms with the object of analyzing aspects that aid the understanding of how maths learning takes place.As we shall explain below, the study of educational practice in general and of discourse in particular has not been carried out in a uniform manner. Our aim in the present article is to

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Using classroom discourse to understand a prospective mathematics teacher's developing practice

Cited by 32 publications

References 7 publications

Supporting English Language Learners in the Mathematics Classroom in the United States

Supporting English Language Learners in the Mathematics Classroom in the United States

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Studying mathematics problem-solving classrooms. A comparison between the discourse of in-service teachers and student teachers

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