Discussion+Analysis+Project

=Discussion Analysis Project:=

I consider myself a rhetorician. As such, I believe that great insight comes from the use of language, especially as language is used to teach, to promote enjoyment, or to draw response. I see rhetoric and education as inseparable; as such, I encourage my preservice teachers to use language in their teaching. A part of this process is learning to use the language of mathematics in different forms, including as a spoken language. I agree with the ancient Greeks that language is a powerful tool that can help us understand ourselves, lessons, and abilities. Language usage should not only be limited to stating facts but also for stating opinions, beliefs, fears, and thoughts. I believe the intent of mathematical discussions, then, is to engage students in thinking beyond facts and opening the floor to stating opinions or fears. It is in these engagements that students will not only learn the material but also how to justify and formulate thoughts.

Mathematics instruction has a history of being an example of [|mimesis]. It is not uncommon to see in the elementary classroom a teacher start the lessons by demonstrating to the students how to accomplish the task. After the students have seen an example, the teacher turns to the worksheet or textbook, explaining the directions for the problem set. The teacher may even complete the first problem with/for the students. This reinforces exactly what is to be done. The teacher then turns time over to the students to complete the set of problems, with the potential that more practice problems will be assigned as homework. The students see the teacher and then mimic what the teacher/textbook has done.

This assignment is designed to challenge the notions that discussions cannot occur in mathematics, that instead mathematics can be approached through a community of learners. This assignment is one reason why the required text for this course is a book on holding mathematical discussions in the elementary classroom. The tasks used during the seminars, the readings, and the reflections are gauged, in part, to help demonstrate this pedagogical tool. Students often find this lesson to be beneficial, although in my experience there are some who feel they have failed. I believe that a part of the learning to teach process is entering new domains and trying. This assignment pushes and tries the students to expand their abilities as a teacher. I think that it is more natural for the students to see discussions in literacy and social studies, but fall victim to the myth that students cannot learn mathematics unless it is taught to them by someone who understands it. Assignments like this help to push students beyond accepting traditional mathematical pedagogy.

[|TE801_DiscussAnalysis_Thorpe.doc]