Investigating Teachers' Appraisal of Unexpected Moments and Underlying Values: An Exploratory Case in the Context of Changing Mathematics Classroom Discourse

Autor/inn/en	Cavanna, Jillian M.; Herbel-Eisenmann, Beth; Seah, Wee Tiong
Titel	Investigating Teachers' Appraisal of Unexpected Moments and Underlying Values: An Exploratory Case in the Context of Changing Mathematics Classroom Discourse
Quelle	In: Research in Mathematics Education, 17 (2015) 3, S.163-182 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2015.1112301
Schlagwörter	Mathematics Instruction; Classroom Communication; Discussion (Teaching Technique); Discourse Analysis; Case Studies; Teacher Response; Educational Practices; Values; Teaching Methods; Teaching Experience; Middle School Teachers; Classroom Techniques; Classroom Observation Techniques; Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Klassengespräch; Diskursanalyse; Case study; Fallstudie; Case Study; Lehrerkommentar; Bildungspraxis; Wertbegriff; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Interviewing; Interviewtechnik
Abstract	This article provides an exploratory case study that examines what one teacher indicated as unexpected as she worked to become more purposeful about her classroom discourse practices. We found that she highlighted three areas as being unexpected: (1) aspects of lesson enactment; (2) characteristics of student learning and (3) her own intentionality or purposefulness. We interpret these instances through the lens of the systemic functional linguistics (SFL) appraisal framework in order to understand how she evaluates the instances she highlights and connect these instances to the literature on values in the teaching and learning of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01