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Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms

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Bibliographic Details
Title: Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms
Language: English
Authors: Ellerton, Nerida F., Vaiyavutjamai, Pongchawee, Clements, M. A., Mathematics Education Research Group of Australasia
Source: Mathematics Education Research Group of Australasia. 2012.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2012
Document Type: Speeches/Meeting Papers
Reports - Evaluative
Descriptors: Mathematics Education, Mathematics, Equations (Mathematics), Mathematical Concepts, Mathematics Teachers, Mixed Methods Research, Teaching Methods, Pretests Posttests
Abstract: Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of "drawing out"--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks.
Abstractor: As Provided
Number of References: 15
Entry Date: 2017
Accession Number: ED573200
Database: ERIC
Description
Abstract:Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of "drawing out"--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks.