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Mapping Mathematics Classroom Discourse and Its Implications for Models of Teaching

Mary P. Truxaw, Thomas C. DeFranco 

November 2008, Volume 39, Issue 5, Page 489

Abstract:
This article reports on models of teaching that developed as outgrowths of a study of middle-grades mathematics classes. Three specific cases are highlighted that represent deductive (associated with univocal), inductive (associated with dialogic), and mixed (a hybrid of deductive and inductive) models of teaching. Teaching practices associated with each model are illustrated and discussed

Keywords:
Grade 5
Action Research
Algebra
Article
Grades 6-8
Communication
Numbers and Operations
Teacher
Manipulatives
Skill and Fluency
Problem Solving / Problem Posing
Professional Development / Teacher Education
Representation
Theory