Poster #3 - Convergent Discursive Patterns in a Mathematical Discourse Community

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-1 - Poster Session on Diverse Topics in Mathematics Education

Abstract

Mathematical discourse in the classroom provides students with opportunities to socialize into mathematics practice and to construct mathematical meanings. This study investigates how a middle school mathematics teacher fosters a mathematics discourse community and supports students’ mathematical communication to shape conceptual understanding. Data includes interviews and a year-long observation of a seventh-grade mathematics classroom. A discourse community development framework was used to analyze the teacher-students discursive interactions. Findings show dynamic pathways of a growing mathematical discourse community where students gradually emulate the teacher’s talk moves and engage in co-constructing knowledge. Our research informs teacher development aimed to support mathematics teachers’ competence in scaffolding for students’ understanding as an integral part of building a discourse classroom community.

Authors

• Hee-Jeong Kim, Hongik University, South Korea

• Woong Lim