Bibliographic Details
| Title: |
Models of Teaching to Promote Mathematical Meaning: Unpacking Discourse in Middle Grades Mathematics Classes. |
| Authors: |
Truxaw, Mary P.1 mary.truxaw@uconn.edu, DeFranco, Thomas C.1 tom.defranco@uconn.edu |
| Source: |
Conference Papers -- Psychology of Mathematics & Education of North America. 2005 Annual Meeting, p1-8. 8p. 3 Diagrams. |
| Subject Terms: |
*Mathematics education, *Deductive teaching, *Inductive teaching, *Teaching, Dialogics |
| Abstract: |
This paper reports on the development of models of teaching that were outgrowths of a study on discourse in middle grades mathematics classes. Grounded theory methodology was used to move from the construction of a model of the flow of discourse, to multi-level analysis of relationships of forms of talk and verbal assessment, and, ultimately, to models of teaching that promote discourse on a continuum from univocal (conveying meaning) to dialogic (constructing meaning through dialogue). Three specific cases are highlighted that represent deductive (associated with univocal), inductive (associated with dialogic), and in/deductive (i.e., mixed) models of teaching. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
