Seeking Understanding of Sustaining Discussions in Mathematics Methods Through Self-Study

• In Event: Exploring Classroom Practices in Diverse Settings With Self-Study

Abstract

Discussions with exchanges of ideas that build toward understanding based on a common desire to know are not just happenstance. Facilitating such discussions is a goal for teacher educators in their role as teachers of prospective teachers, and in support of prospective teachers to conduct discussions with future students. A collaborative self-study group of mathematics teacher educators from different contexts and US institutions served as critical friends with a common desire to examine facilitation of conversations in mathematics methods courses for understanding characteristics evident in conversations that evolved into discussions contrasted with conversations that remained as recitations. Understanding circumstances through which discussions can be sustained provides potential for teacher educators to reframe goals for class discussions.

Authors

• Alyson E. Lischka, Middle Tennessee State University

• Susan L. Hillman, Saginaw Valley State University

• Signe E. Kastberg, Purdue University