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ELEMENTARY SCHOOL TEACHERS' FACILITATION OF MATH TALK

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This paper presents an ethnographical approach to documenting two elementary school teachers’ facilitation of math talk. The described math talk moves afford a community of learners frequent opportunities to articulate their mathematical reasoning and to assess their peers’ conjectures and conclusions. In short, these moves are not unguided, aimless discourses. The vignettes and examples of the classroom discussions among the students and teachers illustrate: (1) the utilized math talk moves, (2) how the teachers, integrating the math talk moves, interconnected mathematical concepts, and (3) what knowledge the teachers drew upon to probe for student understanding and to scaffold mathematical learning.

Abstract

This paper presents an ethnographical approach to documenting two elementary school teachers’ facilitation of math talk. The described math talk moves afford a community of learners frequent opportunities to articulate their mathematical reasoning and to assess their peers’ conjectures and conclusions. In short, these moves are not unguided, aimless discourses. The vignettes and examples of the classroom discussions among the students and teachers illustrate: (1) the utilized math talk moves, (2) how the teachers, integrating the math talk moves, interconnected mathematical concepts, and (3) what knowledge the teachers drew upon to probe for student understanding and to scaffold mathematical learning.

참고문헌 (39)

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