Making Math Social with Dialogue Protocols

Autor/inn/en	Sela, Hagit; Davis, Nicole; Hulse, Jennifer
Titel	Making Math Social with Dialogue Protocols
Quelle	In: Mathematics Teaching in the Middle School, 24 (2019) 4, S.226-232 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Communication Skills; Interpersonal Relationship; Communities of Practice; Middle School Teachers; Middle School Students; Faculty Development; Accountability; Learner Engagement; Adolescents; Problem Solving; Grade 8 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Community; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Verantwortung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Problemlösen; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	In education, "dialogue protocols," or "protocols," are structured guidelines that were developed to promote meaningful and efficient communication and learning. They are "vehicles for building the skills--and culture-- necessary for collaborative work. The authors share protocols that were found to transform practices when applied to the math classroom. They describe how these protocols were used and add reflective thoughts to demonstrate their potential in promoting social interaction, equity, and accountability. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01