Learning to represent students’ mathematical ideas through teacher time-outs in rehearsals
Résumé
This study examines rehearsals embedded in cycles of enactment and investigation, and more specifically, the discussions the participants engage in when instruction is paused – Teacher Time-Outs (TTOs). The paper studies the ambitious teaching practices that are revealed in the discussions, as well as the aspects of these practices that the participants have the opportunity to learn. Approximately 60% of the rehearsal time was spent on teaching and 40% on TTOs. The use of representations was a key aspect in 28% of these discussions. It is particularly interesting that the discussions in the rehearsals make it possible for the participants to learn how to represent students’ mathematical ideas in writing on the board while at the same time paying close attention to connections between student talk and mathematical correctness. Implications from these findings are also discussed.
Origine : Fichiers produits par l'(les) auteur(s)
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