One of the problems in mathematics education is to understand to what extend mathematical Discourse, which used by teachers and students in their classroom, associated with curriculum implementation. This case study is embedded in sociocultural perspective and framed by Gee's Discourse theory and Eisner's curriculum theory. Gee's theory attempts to integrate language, learning, and social practice, while Eisner's theory tells us that those who are involved in a curriculum practice must be imaginative, and the curriculum practice must be orchestrated by the involvers. Using these theoretical frameworks, the researcher observed one 6th grade elementary classroom using the Connected Math curriculum, which is considered one of the curricula that follows the reform idea of the National Council of Mathematics Teachers. The researcher found that there is a unidirectional relationship between mathematical Discourse and the curriculum creating process in this particular case. Specifically, first, Discourse manners students dominantly use in the mathematics classroom are directly related to students' concept capturing, second, Discourse patterns the teacher and students dominantly use in the classroom are directly associated with mathematics content judgments and curriculum negotiations. Finally, Discourse recognition is directly associated with curriculum initiation.On the opposite wall to the white board, there were short book shelves where textbooks and other supplementary materials were placed. There were 4 ... He was the coach for the studentsa#39; soccer team. ... He had beliefs that math problems have many different solutions, so teachers should hear studentsa#39; alternative answers. James ... teacher, who was responsible for social studies and writing. James offered the 6th grade students a one-hour math class every day, from 10: 35 to 11:35.
|Title||:||The Relationship Between Mathematical Discourse and the Curriculum Creating Process in the Elementary Classroom: A Case Study|
|Publisher||:||ProQuest - 2006|