Dialogic Discourse in Technology-Focused Classrooms: A Study With Secondary Preservice Mathematics Teachers

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: The Role of Technology in Supporting Student and Teacher Learning

Abstract

With the combination of technology’s academic impact in mathematics education and the advancement of technology, this study investigates the potential influence of technology for supporting the constant challenge pre-service mathematics teacher faces in fostering a meaningful discourse. Through the analytical distinction between univocal and dialogic discourse as a lens, I examine preservice teachers’ efforts for nurturing classroom discussion while integrating technology, as well as the pre-service teachers’ growth in discussion types across time. The study provides illustrations of dialogic interactions in the technology-supported classroom setting.

Author

• WenYen Huang, SUNY - College at New Paltz