Discourse, of Course: Encouraging Genuine Mathematical Conversations

1998 ◽  
Vol 4 (3) ◽  
pp. 150-157 ◽  
Author(s):  
Laura R. Van Zoest ◽  
Ann Enyart
Keyword(s):  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Problem Area ◽  
School Mathematics ◽  
Mathematical Ideas ◽  
Teaching Standards ◽  
Professional Teaching Standards ◽  
Professional Teaching

Discourse is one area of the nctm's professional teaching standards for School Mathematics (1991) that causes many teachers particular difficulty. Mathematics teachers have a long history as lecturers. Although “initiation-reply-evaluation” (Richards 1991) sequences between the teacher and students are not uncommon, genuine mathematical conversations are rare in most classrooms (Weiss 1994). Discourse can be a problem area for teachers when they do not realize how important it is and have not seen or experienced dynamic classroom discourse. Once a teacher has seen students defending their mathematical ideas, questioning other students' ideas, and helping clarify the mathematics to one another, the importance of discourse becomes clear.

Soundoff: Issues of Implementation

1995 ◽  
Vol 88 (2) ◽  
pp. 86-88
Author(s):  
Richard D. Wertheimer
Keyword(s):  
Graduate Student ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Standards Documents ◽  
Professional Teaching Standards ◽  
Professional Teaching

I believe in the goals and methods described in the NCTM's Curriculum and Evaluation Standards for School Mathematics and Professional Teaching Standards (1989, 1991). I make this statement from the perspective of teacher, supervisor, consultant, graduate student, and parent. In these roles, I am actively involved in implementing both documents. In working with teachers, I focus on those who are excited and empowered by the concepts presented in these two volumes. These teachers demonstrate powerful techniques and strategies in their classrooms that reflect the spirit of the standards documents. However, in my experience, these teachers are in the minority. As I continue to work with teachers, I meet many who are not enthusiastic about the Standards. These teachers represent the mainstream of our profession; they are hardworking individuals who are reluctant to incorporate change that alters everything they have worked for both as students and as teachers.

Using Problems to Implement the NCTM's “Professional Teaching Standards'

1994 ◽  
Vol 87 (1) ◽  
pp. 5-7
Author(s):  
Millard E. Showalter
Keyword(s):  
Teaching And Learning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Teaching Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Professional Teaching Standards ◽  
Professional Teaching

As set forth in the Professional Standards for Teaching Mathematics (NCTM 1991), a primary goal for teaching and learning mathematics is the development of mathematical power for all students. To accomplish this goal, the teaching standards document recommends that teachers select interesting and intellectually stimulating mathematical tasks, present opportunities for students to deepen their understanding of mathematics and its applications, promote the investigation of mathematical ideas, use technology to pursue these investigations, find connections to previous and developing knowledge, and employ cooperativelearning experiences (NCTM 1991, 1).

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

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