Challenges Associated with Developing Discursive Classrooms in High-Poverty, Rural Schools

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  • 1 teaches at the University of New Mexico in Albuquerque, , NM 87131.

That teacher was discussing the challenges associated with initiating mathematical discourse with his Navajo students. Although he is interested in developing a classroom in which students regularly share their mathematical thinking with one another, such a discursive classroom may in fact be incongruent with the students' culture. This example demonstrates one of many issues that impede secondary-level mathematics teachers in their efforts to negotiate toward a classroom in which students' ideas are valued and frequently solicited.

Notes

Richard Kitchen is interested in mathematics education reform in highpoverty schools.

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The Mathematics Teacher
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