Welcome to the InfoSci Platform
Facilitating Mathematical Discourse in Online Learning Environments

Facilitating Mathematical Discourse in Online Learning Environments

Kanita K. DuCloux
Copyright: © 2020 |Pages: 12
ISBN13: 9781799814764|ISBN10: 1799814769|EISBN13: 9781799814771
DOI: 10.4018/978-1-7998-1476-4.ch015
Cite Chapter Cite Chapter

MLA

DuCloux, Kanita K. "Facilitating Mathematical Discourse in Online Learning Environments." Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, IGI Global, 2020, pp. 245-256. https://doi.org/10.4018/978-1-7998-1476-4.ch015

APA

DuCloux, K. K. (2020). Facilitating Mathematical Discourse in Online Learning Environments. In P. Wachira & J. Keengwe (Eds.), Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education (pp. 245-256). IGI Global. https://doi.org/10.4018/978-1-7998-1476-4.ch015

Chicago

DuCloux, Kanita K. "Facilitating Mathematical Discourse in Online Learning Environments." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, 245-256. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1476-4.ch015

Export Reference

Mendeley
Favorite

Abstract

Facilitating meaningful mathematical discourse in an online setting can be a challenge for instructors. The purpose of this chapter is to analyze an instructor's discourse interventions to encourage mathematical discourse in online asynchronous discussions in an analysis course for secondary mathematics teachers (SMTs). The SMTs were required to participate in the discussions and encouraged to ask/answer questions, share/compare their ideas, and explain their thinking/answers. Instructor responses were analyzed using both Mazzolini and Maddison's four categories of response the respect to instructor intervention—(1) question, (2) answer, (3) mix of answer and question, and (4) other—and Simonsen and Banfield's five recurring categories—(1) resolve, (2) validate, (3) redirect, (4) expand, and (5) withhold. With respect to instructor intervention, the author suggests mainly withholding from responding and to use expand, redirect, question, or mix if necessary to encourage mathematical discourse.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.