### Prospective Middle School Mathematics Teachers’ Mathematical Communication, Mathematical and Pedagogical Knowledge

#### Abstract

#### Keywords

#### Full Text:

PDF (Türkçe)#### References

Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466.

Barwell, R. (2008). Discourse, mathematics and mathematics education. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 317-328). New York: Springer

Blanke, B. L. (2009). Understanding mathematical discourse in the elementary classroom: A case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (Document ID 3352007).

Brendefur, J., & Frykholm, J. (2000). Promoting mathematical communication in the classroom: Two preservice teachers’ conceptions and practices. Journal of Mathematics Teacher Education, 3, 125-153.

Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning, (2nd ed.), Portsmouth, NH: Heinemann.

Charlesworth, B. (2005). Prekindergarten mathematics: Connecting with national standards. Early Childhood Education Journal, 32(4), 229–236

Griffin, S. (2004). Building number sense with number worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19, 173–180.

Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35 (2),81-116.

Jung, H. Y., & Reifel. S. (2011). Promoting children’s communication: A kindergarten teacher’s conception and practice of effective mathematics instruction. Journal of Research in Childhood Education, 25, 194-210.

Lee, C. (2006). Language for Learning Mathematics - Assessment for Learning in Practice. Buckingham: Open University Press.

Morrissey, R. (2011). An examination of the discourse in a graduate mathematics methods course. Dissertations, Theses and Capstone Projects. Paper 432.

Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293-315

Sfard, A. (2000). Steering (dis)course between metaphor and rigor: Using focal analysis to investigate the emergence of mathematical objects. Journal for Research in Mathematics Education, 31 (3), 296-327.

Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communication to learn more about mathematical learning. Educational Studies in Mathematics, 46 (1-3), 13 – 57.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. Cambridge, U.K.: Cambridge University Press.

Sfard, A., & Kieran, C. (2001). Preparing teachers for handling students' mathematical communication: Gathering knowledge and building tools. In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 187-205). Dordrecht, The Netherlands: Kluwer.

Silver, E. A., & Smith, M. S. (1996). Building discourse communities in mathematics classrooms: A worthwhile but challenging journey. In P. C. Elliot & M. J. Kenney (Eds.), Communication in mathematics, K-12 and beyond (pp. 20-28). Reston, VA: National Council of Teachers of Mathematics.

Yackel, E., Cobb, P., & Wood, T. (1990). The interactive constitution of mathematical meaning in one second grade classroom: An illustrative example. Journal of Mathematical Behaviour, 11(2), 469-488.

Yıldırım, H. ve Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin.

### Refbacks

- There are currently no refbacks.

Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.