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• W71860470 abstract "It is often necessary to of planned goal or lesson in order to pursue important mathematical ideas through classroom discourse, these authors remind us. FOR THE PAST three years 12 elementary teachers have been involved with TERC (Technical Education Research Centers) in a project called Talking Mathematics. These teachers were all interested in investigating ways to develop mathematical discourse in their classrooms (spanning grades K through 7). TERC's goals for project were 1) to work with a group of master teachers to explore techniques, principles, and models of mathematical talk in elementary grades; 2) to identify difficulties teachers experience in supporting mathematical discourse in their classrooms; and 3) to document project's effects on teachers' beliefs about mathematics and on nature of mathematical discussions in their classrooms. After initial interviews and observations of all participating teachers, conducted by members of TERC staff, project began with a three-week seminar in summer of 1990. During this seminar teachers worked on mathematics together and began to explore project's research questions with project staff. Our team (the two of us, who are both mathematics educators, and Harriet Pollatsek, a mathematician from Mt. Holyoke College) deliberately focused first two weeks of seminar on mathematical investigations. further decided that we would involve teachers in working on mathematics for their own development, regardless of whether particular mathematics content and problems we chose could be used directly with their students.[1] This approach contrasted sharply with much of professional training teachers had encountered, in which activities from a workshop on Monday could be used in their classrooms on Tuesday. At first, teachers' discussion of mathematical investigations centered on how would do this with my or how would simplify this so my students would understand This classroom focus acted as a barrier -- and perhaps as a shield -- which kept teachers from grappling with mathematics for themselves. By second week, however, teachers were eagerly engaging in mathematical investigations for their own intellectual development. A single mathematical investigation might require several hours or even several sessions because participants insisted on continuing their work. By end of third week, we laughed together each morning about unagenda for day, since we all knew it would change as we became immersed in mathematics. As they gradually let go of immediate classroom application, teachers began to be captured by pleasure of deep involvement in mathematics. One teacher wrote in her journal, after an investigation that involved geometric relationships, I loved doing polyhedra problem. . . . don't want to leave it. wish didn't have other plans, a house to clean, a husband, so could work on it. Oh boy, would like to engage children way am engaged. STARTING THE SCHOOL YEAR: GOING SLOW As school year approached, teachers realized that they would be returning from their intense summer experience to a culture of school mathematics in which expectations of students, parents, and administrators; constraints of the curriculum and tests; and even their own well-established routines might act as barriers to changes they envisioned. Feeling legitimately daunted by nature of task ahead, teachers agreed at end of summer that going slow in face of such complex change was only way they could proceed. They understood that, if they demanded fast and radical change of themselves, they would end up feeling discouraged. As one teacher remarked, We all have changed, and I'm afraid of what will happen to us once we're back in system. am afraid that I'll arrive in September, happy and with beautiful ideas, and after three weeks all will be shattered. …" @default.
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• W71860470 title "Talking Mathematics: 'Going Slow' and 'Letting Go'" @default.
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