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A Mathematics Teacher's Transition toward Inquiry-Based Discourse in a Course for Prospective Elementary Teachers
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Clement, Lisa – AMATYC Review, 2004
Using Kazemi's and Stipek's (2001) framework of classroom practice, the discourse between students enrolled in a mathematics-for-teachers course and their instructor is examined. The teacher's practice is in transition from a focus on having students share multiple strategies toward a practice that additionally includes the mathematical…
Descriptors: Mathematics Teachers, Inquiry, Preservice Teachers, Elementary School Teachers