Teacher Education Edition

Mapping Mathematics in Classroom Discourse

Beth A. Herbel-Eisenmann and Samuel Otten.  Journal for Research in Mathematics Education, Volume 42, Issue 5, Page 451 (November 2011). This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Analyses of two middle school classroom excerpts focusing on area—one that derives triangle area… Read More »

Equity in Discourse for Mathematics Education: Theories, Practices, and Policies

Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm, (Eds).  Springer Investigates the complex connections between equity and discourse.  Makes explicit connections between discourse and equity in mathematics education research.  Connects the research to policy implications​.  Discourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes… Read More »

Reading and writing genre with purpose in K — 8 classrooms.

Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M.  (in press, Heinemann) Too many U.S. classrooms lack a colorful compelling context for reading and writing, resulting in flat, uninspired, formulaic writing by students. Reading and Writing Genre with Purpose in K–8 Classrooms is designed to help pre- and inservice teachers, literacy coaches,… Read More »