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From Monologue to Dialogue [microform] : Facilitating Classroom Debate in Mathematics Methods Courses / Jacqueline Leonard
Bib ID 5670177
Format BookBook, MicroformMicroform, OnlineOnline
Author
Leonard, Jacqueline
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1999 
22 p. 
Summary

The lecture is the primary method used to teach many college-level courses, including teacher education courses. While the lecture has its place, genuine classroom discussions can engage diverse learners in meaningful dialogue with their peers and/or the instructor. Learning to use different communicative forms is essential to promoting the ideals of mathematics reform. If prospective teachers are to become good facilitators of classroom discourse, they must be exposed to various discursive models in methods courses. In this study, the debate model was used to conduct teacher research in a mathematics methods course. The findings show that debate encourages different types of responses, helps students to develop convincing arguments, and allows teachers and students to learn from one another. Additional research is needed to show how engaging in mathematical discussions in methods courses helps pre-service teachers to become good facilitators of mathematical discourse. (Contains 15 references.) (Author/YDS)

Notes

ERIC Note: Paper presented at the Joint Annual Meeting of the School Science and Mathematics Association and the North Carolina Council of Teachers of Mathematics (Greensboro, North Carolina, September 30-October 2, 1999).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Discourse Modes.  |  Discussion (Teaching Technique)  |  Higher Education.  |  Mathematics Instruction.  |  Preservice Teacher Education.  |  Mathematical Communication
Form/genre Reports, Research.  |  Speeches/Meeting Papers.
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