Search results for: Walshaw Margaret
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In this article, the authors explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom. Drawing on aspects of Bourdieu’s social field theory, the authors highlight the tensions between two different “fields', as well as the tensions within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.
Updated: Dec. 15, 2013
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.
Updated: May. 26, 2011
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.
Updated: Dec. 14, 2008