The purpose of this phenomenological research study was to examine the phenomenon of living through struggle while learning mathematics on the part of pre-service elementary teachers. We elicited lived-experience descriptions and interviews from 46 participants enrolled in an elementary teacher education program over the course of two years. We…

A model for processes of abstraction, based on epistemic actions, has been proposed elsewhere. Here we apply this model to processes in which groups of individual students construct shared knowledge and consolidate it. The data emphasizes the interactive flow of knowledge from one student to the others in the group, until they reach a shared…

Examines requests for information and action in peer-directed groups of children engaged in learning specific skills. Concludes that (1) children who use information requests effectively obtain higher test scores, (2) children can help each other learn, and (3) encouraging small group talk about a task promotes academic and social learning. (HTH)

In everyday teaching, the mathematical meaning of new knowledge is frequently devalued during ritualized formats of communication and replaced by social conventions. Specific aspects of the problem of meaning development were investigated in two second-grade teaching cases. These were used to develop decisive requirements for maintenance of an…

Michel Foucault's discourse theory and Pierre Bourdieu's critical sociology are used to reexamine early literacy training. The resulting model is used to describe educational discourse, particularly in a series of literacy events in an Australian first-grade classroom. Implications for pedagogy are discussed. (70 references) (Author/MSE)

Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

Briefly discusses factors involved in conceptualizing teaching and learning as linguistic processes, providing an overview of methodological approaches emerging in the literature and presenting selective findings on the nature of teaching and learning processes from both teachers' and students' perspectives. (MP)

William Glasser demonstrates the principle of conducting a classroom meeting with a third-grade class in an affluent, suburban elementary school. Class meetings stimulate creative and critical thought. They are a tool to help students to begin to think for themselves. (Author)

A study examined developmental differences in students' recognition of the types of explanations that help most in mathematics peer-group interactions. Scripted interactions of eight male and eight female dyads working on math problems were videotaped. In each interaction one actor in the dyad would request non-specific assistance and the other…

Focuses on the language used by elementary mathematics teachers and its relationship to students' understanding of mathematical concepts, as well as their misconceptions. Describes eight situations in which the use of precise, formal mathematical terms could be replaced by informal language, particularly when introducing new concepts. (TW)

Presents seven scenes showing everyday classroom situations that give students the options of applying their own problem-solving strategies to solve everyday problems of life and enable them to experience mathematical power coming from self-initiated insights into mathematical concepts. (MDH)

A study examined the effects of three types of teacher questions (literal, interpretive, applied) on: (1) frequency, length, and quality of student response; (2) classroom interaction; (3) student questions; (4) intentional and incidental learning; and (5) student attitudes. Multiple-choice formats were used to assess intentional learning, and…

This pamphlet is the third in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. Specifically, the pamphlet presents ideas drawn from a five-year…

A research model is presented which identifies and classifies certain cognitive and affective behaviors of children in elementary school classrooms. The described three-dimensional scheme dealing with content, development, and product suggest role relationships for various support personnel who assist the classroom teacher. Observable pupil…

Proposes the technique of group discussions in the learning of mathematics. Examines the teacher's role in creating an environment that encourages student participation; presents four techniques to initiate discussions in elementary school classes; and offers five attributes teachers need to develop in students for effective discussions. (MDH)