Secondary Teachers' Talk about the Mathematics Register [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Herbel-Eisenmann, Beth A.; Johnson, Kate R.; Otten, Samuel; Cirillo, Michelle
Titel	Secondary Teachers' Talk about the Mathematics Register [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Teachers; Mathematics Instruction; Teaching Methods; Vocabulary Development; Teacher Role; Discourse Analysis; Teacher Student Relationship; Classroom Communication; Teacher Education; Faculty Development; Middle School Teachers; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Lehrerrolle; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Lehrerausbildung; Lehrerbildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik
Abstract	The mathematics register refers to the forms of meaning and styles of communication characteristic to the mathematics disciplinary community. An important role of teachers is to support students in developing facility with the mathematics register in order to support students' learning. This study focuses on the ways in which a group of secondary mathematics teachers talked about the mathematics register over the course of a year-long study group. In particular, we analyze their discourse to identify themes and shifts in the ways they collectively made sense of the mathematics register. We found that the teachers came to discuss the mathematics register as more than specialized vocabulary, and we anticipate that their understanding of the mathematics register will continue to deepen as they use this academic idea in the context of their own teaching practice. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01