Progressive discourse in mathematics classes - the task of the teacher
Progressive discourse in mathematics classes - the task of the teacher
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数学课堂上的渐进式话语——教师的任务
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
B. Doig
中科院分区：
文献类型：
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作者：
S. Groves;B. Doig
本文使用两个数学课的数据，探索进步话语的性质，并研究关键的功能，教师的行动，有助于数学课堂作为社区的调查。发现促进进步话语的特点包括注重课程的概念要素和使用复杂的，具有挑战性的任务，使课程问题化;学生报告的编排，使所有学生都能为社区解决问题的进展作出贡献;并专注于寻找，认识和提请注意数学推理和理由，并将其作为学习的基础。
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.