Reasoning about telling in rehearsals of discussions: Considering what, when, and how to “tell”

Sarah Kate Selling, Erin E Baldinger

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Abstract

Telling is often set in opposition to student-centered approaches to teaching. However, current research supports a more nuanced approach that considers what, when, and how one might tell. Using a practice-based approach, we investigate the ways in which rehearsals of leading discussions offer opportunities for secondary pre-service teachers to learn about telling. Through analyzing video of 13 rehearsals with seven pre-service secondary teachers, we found that learning opportunities fell into three categories: unlearning a reliance on telling, reasoning about the role of telling, and learning strategies for telling. This study demonstrates the potential of rehearsals to support novices to connect ideas about telling to the work of leading discussions.
Original languageEnglish (US)
Title of host publicationProceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
PublisherUniversity of Arizona
Pages905
Number of pages908
StatePublished - 2016

Keywords

  • Classroom discourse
  • Instructional activities and practices
  • Teacher education-preservice

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