Preparing Teachers and Engaging Students in Mathematical Discourse

• In Event: Diverse Strategies for Preservice Teaching in K-12 Mathematics Classrooms Locally and Abroad

Abstract

The purpose of this paper to is to share a classroom observation rubric on mathematical discourse and data from a teacher education program that focuses on developing pre-service teachers’ understanding of engaging students in mathematical discourse. Specifically, in this paper I will share: 1) a conceptual framework for mathematical discourse in teaching and learning mathematics, 2) an observation rubric on mathematical discourse, and 3) findings from data sources: (a) pre-service teachers’ discourse analysis tasks: video, video transcripts, reflections, and mathematical task descriptions and (b) a yearlong classroom observation data. These findings inform strategies for developing teachers and engaging students in meaningful and equitable mathematical discourse in classrooms.

Author

• Jaime Park, University of California - Los Angeles