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Mathematics teaching and classroom practice

by Megan L. Franke, E. Kazemi, D. Battey
Second handbook of research on mathematics teaching and learning ()

Abstract

This detailed literature review looks at three features of classroom practice based on a dual focus. The authors look at supporting discourse, establishing norms and building relationsips for doing and learning mathematics. This is done all while focusing on the teacher's role mathematical work and the student's experience of classroom practice. Discourse, norms, and relationship are intertwined in creating a mathematics classroom where teaching and learning are built on understanding

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Readership Statistics

3 Readers on Mendeley
by Discipline
 
67% Social Sciences
 
33% Mathematics
by Academic Status
 
67% Student > Ph. D. Student
 
33% Professor
by Country
 
33% United States

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