Practices of noticing important aspects of mathematics teaching talk (about linear equations) with secondary-school mathematics teachers
Résumé
Our study explores the potential of tool-supported discussions with a group of seven secondaryschool mathematics teachers in helping them to notice important and critical aspects of mathematics
teaching talk. We take the one-day workshop around linear equations to illustrate our guiding tools:
a framework of mathematical practices of naming and explaining in mathematics teaching talk, and
an associated framework of students’ mathematical learning challenges. The analyses of discourse
moves in the collective discussions during the workshop reveal that the two tools interacted between
them, and in connection with discourses of the teachers on teaching and learning to guide the
identification, interpretation and elaboration of mathematical naming and explaining in content
teaching talk aimed at supporting the students’ understanding and learning of linear equations.
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