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Knowledge Needed by a Teacher to Provide Analytic Scaffolding during Undergraduate Mathematics Classroom Discussions
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Speer, Natasha M.; Wagner, Joseph F. – Journal for Research in Mathematics Education, 2009
Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential…
Descriptors: Teaching Experience, Pedagogical Content Knowledge, Mathematics Instruction, Scaffolding (Teaching Technique)