The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms
The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms
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教师在课堂话语中的角色：数学课堂最新研究回顾
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Glenda Anthony
中科院分区：
文献类型：
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作者：
Margaret Walshaw;Glenda Anthony
当前的数学课程倡议要求发展以数学交流为中心的课堂社区。在这些建议中，数学话语涉及解释，论证和数学思想的辩护成为优质课堂体验的一个定义特征。在这篇文章中，作者提供了一个全面的和批判性的审查是什么，数学教师实际上做的处理课堂话语。综合围绕一些关键主题的文献，作者批判性地评估了促进课堂数学话语并使学生获得理想结果的人类基础设施的种类。从调查结果来看，他们得出结论，对教师的影响。
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.