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Progressive discourse in mathematics classes - the task of the teacher

Groves, Susie and Doig, Brian 2004, Progressive discourse in mathematics classes - the task of the teacher, in Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education, International Group for the Psychology of Mathematics Education, Bergen, Norway, pp. 495-502.

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Title Progressive discourse in mathematics classes - the task of the teacher
Author(s) Groves, Susie
Doig, Brian
Conference name International Group for the Psychology of Mathematics Education. Conference (28th: 2004: Bergen, Norway)
Conference location Bergen, Norway
Conference dates 14 - 18 Jul. 2004
Title of proceedings Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education
Editor(s) Hoines, M. J.
Fuglestad, A. B.
Publication date 2004
Conference series International Group for the Psychology of Mathematics Education Conference
Start page 495
End page 502
Publisher International Group for the Psychology of Mathematics Education
Place of publication Bergen, Norway
Summary This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use of complex, challenging tasks that problematised the curriculum; the orchestration of student reporting to allow all students to contribute to progress towards the community's solution to the problem; and a focus on seeking, recognizing, and drawing attention to mathematical reasoning and justification, and using this as a basis for learning.
Notes

PME Conference

Reproduced with the kind permission of the copyright owner.

ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
200101 Communication Studies
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2004, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005529

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