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<p>This multicase study investigated a semester-long online implementation of the “Mathematics Discourse in Secondary Classrooms” (MDISC) (<i>Mathematics discourse in secondary classrooms: A practice-based resource for professional learning,</i> 2017a) teaching professional development (T-PD). The T-PD, slightly modified for the university context, was offered at a large public university in the U.S. to three mathematics-teaching graduate teaching assistants (GTAs) who were no longer in their first year of teaching. A central set of practical tools offered by the T-PD were six <i>teacher discourse moves</i> (TDMs): waiting, inviting student participation, revoicing, asking students to revoice, probing a student’s thinking, and creating opportunities to engage with another’s reasoning (<i>Mathematics Teacher Educator,</i> 1:181–196, 2013). This study seeks to address the gap in literature on T-PD for experienced GTAs by investigating whether and, if so, how, the MDISC T-PD promotes GTAs’ use of the TDMs. Thus, the article addresses: (a)&#xa0;How does the participants’ use of TDMs change over the course of their participation in the modified MDISC T-PD?; and (b)&#xa0;How do participants talk about their use of the TDMs? In addition to the detailed account of how and why participants used (or did not) each TDM, this study offers a refinement of the TDMs that may be useful for researchers and practitioners.</p>

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A Multicase Study of Experienced Graduate Teaching Assistants' Use of Teacher Discourse Moves During a Teaching Professional Development

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  • 发表日期：

    2025年7月11日

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  • Valentin A. B. Küchle

摘要

This multicase study investigated a semester-long online implementation of the “Mathematics Discourse in Secondary Classrooms” (MDISC) (Mathematics discourse in secondary classrooms: A practice-based resource for professional learning, 2017a) teaching professional development (T-PD). The T-PD, slightly modified for the university context, was offered at a large public university in the U.S. to three mathematics-teaching graduate teaching assistants (GTAs) who were no longer in their first year of teaching. A central set of practical tools offered by the T-PD were six teacher discourse moves (TDMs): waiting, inviting student participation, revoicing, asking students to revoice, probing a student’s thinking, and creating opportunities to engage with another’s reasoning (Mathematics Teacher Educator, 1:181–196, 2013). This study seeks to address the gap in literature on T-PD for experienced GTAs by investigating whether and, if so, how, the MDISC T-PD promotes GTAs’ use of the TDMs. Thus, the article addresses: (a) How does the participants’ use of TDMs change over the course of their participation in the modified MDISC T-PD?; and (b) How do participants talk about their use of the TDMs? In addition to the detailed account of how and why participants used (or did not) each TDM, this study offers a refinement of the TDMs that may be useful for researchers and practitioners.