Teaching actions conducting mathematical whole class discussions
Résumé
The aim of this paper is to understand teacher practice conducting whole class mathematical discussions. Teaching practice is seen as an activity based on a motive and carried out through a set of actions. The study is carried out in a grade 9 classroom of an experienced teacher. Data is gathered by classroom observations (video and audio recorded), and by discussions with the teacher. Data analysis is carried out based on a model about teachers' actions. The results show that a central challenging action embodies all discussion segments and that teacher's actions are deeply related to students' knowledge about the situation being discussed.
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