Mathematics Discourse in Secondary Teacher Candidates’ Lessons

A Mixed Methods Analysis

Bibliographic Data

ID22048912
AuthorsAshley Schmidt (0000-0002-7804-5343, University of Wisconsin–Milwaukee, corresponding author), Christopher R Rakes (0000-0003-0378-9388, University of Maryland, Baltimore County), Sarah B Bush (0000-0001-5041-5050, University of Central Florida), Robert N Ronau (University of Louisville), Siddhi Soni (Central Connecticut State University), Molly Fisher (0000-0002-8345-2402, Rowan University), Lisa Amick (0000-0002-6107-5087, University of Kentucky), Julian Viera (0000-0001-9009-4984, Berea College), Farshid Safi (University of Central Florida)
Year2024
Volume14
Issue12
Pages1286
Publication date2024-11-25
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14121286
OpenAlexW4404699839
LanguageEN
References cited24

Meaningful discourse in the mathematics classroom involves creating a learning community that empowers students to articulate their reasoning and make sense of the contributions of their peers while advancing the learning of mathematics for the entire class. This study assessed the degree to which secondary mathematics (Grades 7–12) teacher candidates incorporated discourse into their lessons and the factors influencing their decisions. An explanatory mixed methods design was used, in which data were collected sequentially. Lesson videos were analyzed, followed by interviews of teacher candidates with high-discourse lessons. This study found that participants showed significant growth in their use of effective teaching practices from the beginning of the semester to the end of the semester, including mathematics discourse. The interviews revealed four contributing factors: intentional effort, learning experiences, professional relationships, and pedagogical knowledge. Understanding the experiences of teacher candidates during their own learning of mathematics, their mathematical identities, and beliefs about mathematics could help generate knowledge regarding the implementation of mathematics discourse and other reform-based practices in teacher instruction

Content analysis · Discourse analysis · Linguistics · Mathematics education · Multimethodology · Pedagogy · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Mathematics Education and Teaching Techniques · Psychology

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Open DOIOpen Access