A Move Towards Discourse Rich Mathematics through Action Research
Darphin, Hannah
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2018-01
Abstract
This paper explores the need for teacher development considering the typical ways of teaching mathematics are not aligned to common reform efforts and disciplinary practices. It takes a sociocultural perspective of learning to link pedagogical decisions to students learning. I acknowledge the role of teachers as a facilitator who negotiates tensions in efforts to support development of content knowledge in line with disciplinary practices. To conclude, I propose a design of an participatory action research, PAR, project to explore the implementation of whole group discussions investigating mathematics as introductions to instructional blocks.