dc.contributor.advisor | Neal, Kriz | |
dc.contributor.author | Darphin, Hannah | |
dc.date.accessioned | 2018-04-30T15:55:34Z | |
dc.date.available | 2018-04-30T15:55:34Z | |
dc.date.issued | 2018-01 | |
dc.identifier.uri | http://hdl.handle.net/1803/8828 | |
dc.description | Teaching and Learning Department Capstone Project | en_US |
dc.description.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. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | Classroom Discourse | en_US |
dc.subject | Participation Structures | en_US |
dc.subject | Mathematical Literacy | en_US |
dc.subject.lcsh | Action research | en_US |
dc.title | A Move Towards Discourse Rich Mathematics through Action Research | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.department | Department of Teaching and Learning | en_US |