Empowering teachers to facilitate classroom mathematical discourse through participation in a professional book club
Abstract
This study considers literacy-focused teachers as they participate in a mathematically-focused professional book club. Literacy-focused elementary teachers may select literacy-based professional development activities that serve a catalytic function. By offering mathematical professional development activities in a format familiar to literacy-focused teachers, an educative function was served. Sociocultural theory is the theoretical framework for this study; the Vygotsky Space is used to place learning activities and outcomes in four quadrants and iterative spaces. Changes in perceptions of mathematical discourse occurred as well as changes in classroom practices. Teachers created space for classroom discourse and used Math Talk Moves to facilitate discussions. Participants learned from the focal book, each other, and from attempting Math Talk strategies in their own classrooms.
Degree
Ph.D.
Advisors
Tyminski, Purdue University.
Subject Area
Mathematics education
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