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An Analytic Framework for Describing Teachers' Mathematics Discourse in Instruction
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Adler, Jill; Ronda, Erlina – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
We illustrate an analytic framework for teachers' mathematics discourse in instruction (MDI). MDI is built on three interacting components of a mathematics lesson: a sequence of examples and related tasks; accompanying talk; patterns of interaction. Together these illuminate what is made available to learn. MDI is grounded empirically in…
Descriptors: Mathematics Instruction, Discourse Analysis, Classroom Communication, Interaction
Iterative Processes in Mathematics Education
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Mudaly, Vimolan – Perspectives in Education, 2009
There are many arguments that reflect on inductive versus deductive methods in mathematics. Claims are often made that teaching from the general to the specific does make understanding better for learners or vice versa. I discuss an intervention conducted with Grade 10 (15-year-old) learners in a small suburb in South Africa. I reflect on the…
Descriptors: Mathematics Education, Intervention, Logical Thinking, Foreign Countries
A Didactically Based Approach to the Presentation of Practical Work in First-Year Physics Courses.
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Lemmer, M.; And Others – South African Journal of Higher Education, 1996
A study found first-year physics students at the University of Namibia (UNAM), considered to be a select group of students, to be as prepared for laboratory work as Australian tenth-graders. Comparison with students of Potchefstroom University (South Africa) found UNAM students deficient in both cognitive and affective aspects of laboratory work.…
Descriptors: Academic Achievement, Affective Objectives, College Instruction, College Preparation