Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Autor/in	Anderson-Pence, Katie L.
Titel	Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions
Quelle	In: Education Sciences, 7 (2017), Artikel 40 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Mathematics Instruction; Teaching Methods; Discussion (Teaching Technique); Technology Uses in Education; Manipulative Materials; Educational Technology; Grade 5; Elementary School Mathematics; Academic Discourse; Discourse Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsmittel; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Discourse; Diskurs; Diskursanalyse
Abstract	Extensive research has been published on the nature of classroom mathematical discourse and on the impact of technology tools, such as virtual manipulatives (VM), on students' learning, while less research has focused on how technology tools facilitate that mathematical discourse. This paper presents an emerging construct, the Techno-Mathematical Discourse (TMD) framework, as a means for analyzing and interpreting aspects of learning when students use technological representations to mediate mathematical discussions. The framework focuses on three main components: classroom discourse, technology tools, and mathematical tasks. This paper examines each of these components, and then illustrates the framework using examples of students' exchanges while interacting with virtual manipulatives. The TMD Framework has applications relevant to teachers, teacher educators, and researchers concerning how technology tools contribute to discourse in mathematics classrooms. The TMD framework addresses a critical issue in mathematics education, in that classroom teachers and researchers need to understand how technology facilitates classroom interactions and how to best leverage technology tools to enhance students' learning of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01