Investigating teachers' appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse

被引：7

作者：

Cavanna, Jillian ^{[1
]}

Herbel-Eisenmann, Beth ^{[2
]}

Seah, Wee ^{[3
]}

机构：

[1] Michigan State Univ, Program Math Educ, E Lansing, MI 48824 USA

[2] Dept Teacher Educ, E Lansing, MI 48823 USA

[3] Univ Melbourne, Melbourne Grad Sch Educ, Carlton, Vic, Australia

来源：

RESEARCH IN MATHEMATICS EDUCATION | 2015年 / 17卷 / 03期

基金：

美国国家科学基金会;

关键词：

changing practice; classroom discourse; study groups; appraisal framework; values;

D O I：

10.1080/14794802.2015.1112301

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article provides an exploratory case study that examines what one teacher indicated as unexpected as she worked to become more purposeful about her classroom discourse practices. We found that she highlighted three areas as being unexpected: (1) aspects of lesson enactment; (2) characteristics of student learning and (3) her own intentionality or purposefulness. We interpret these instances through the lens of the systemic functional linguistics (SFL) appraisal framework in order to understand how she evaluates the instances she highlights and connect these instances to the literature on values in the teaching and learning of mathematics.

引用

页码：163 / 182

页数：20

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