A Study of Whole Classroom Mathematical Discourse and Teacher Change

  title={A Study of Whole Classroom Mathematical Discourse and Teacher Change},
  author={Mitchell J. Nathan and Eric J. Knuth},
  journal={Cognition and Instruction},
  pages={175 - 207}
This article presents a comparison of the first 2 years of an experienced middle school mathematics teacher's efforts to change her classroom practice as a result of an intervening professional development program. The teacher's intention was for her teaching to better reflect her vision of reform-based mathematics instruction. We compared events from the 1st and 2nd year's whole class discussions within a multilevel framework that considered the flow of information and the nature of peer- and… 
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