The emphasis on reasoning and discourse in mathematics education makes it a necessity to prepare preservice teachers to conduct productive mathematical discussions---no easy task given the complexity of this aspect of ambitious mathematics teaching and its unfamiliarity to many prospective teachers. In this dissertation, the author addresses the question of how pre-service teachers can be prepared to lead productive classroom mathematics discussions, assuming that they need tools to reduce some uncertainties in practice while learning to teach mathematics in intellectually responsible and responsive ways. Shc argues that the use of such tools can harness some of the complexity in practice and enable prospective teachers to attend to core tasks of teaching.Kate launched the lesson with a warm up problem (Figure 15), with the following goals in mind. 0 To define the terms polynomial, degree, and standard form. o To add and subtract polynomials. (Lesson Plan, 03/04/05). The warm up problemanbsp;...
|Title||:||Learning with Routines: Preservice Teachers Learning to Lead Classroom Mathematics Discussions|
|Author||:||Hala Nadim Ghousseini|
|Publisher||:||ProQuest - 2008|