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Dialogically Focused Secondary Mathematics Teachers' Orientations Toward Mathematical Writing: A Multiple-Case Study

Dialogically Focused Secondary Mathematics Teachers' Orientations Toward Mathematical Writing: A Multiple-Case Study
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Author(s): Ethan P. Smith (Washington State University Tri-Cities, USA)
Copyright: 2024
Pages: 22
Source title: Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch005



Because mathematics classrooms entail expectations for students to communicate understanding through both writing and spoken discourse, it is important to consider the place of writing in the context of such discourse. This chapter details a case study centered around three dialogically focused high school mathematics teachers and their orientations toward mathematical writing. Teachers in this study were first asked to describe their orientations toward mathematical writing. Then, they were asked to reflect on samples of student writing and recordings from their classrooms to further understand how they orient toward students' mathematical writing. Findings suggested that these teachers' orientations toward mathematical writing are embedded in broader views that they hold toward discourse, feedback, and student and teacher self-efficacy around writing. Findings also indicated the value of using the construct of teacher noticing to help investigate and strengthen teachers' orientations toward mathematical writing.

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