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Beth A. Herbel-Eisenmann, Michael D. Steele and Michelle Cirillo

We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.

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Allison W. McCulloch, Nina G. Bailey, Kristen Fye, and Gayle Scott

teachers all hold both practitioner and academic knowledge. The instructor has significant secondary teaching experience, and both teachers have postgraduate academic experience; as such they share many discourses of both practice and academia ( Zeichner