Using classroom discourse to understand a prospective mathematics teacher's developing practice

By M. Blanton, S. Berenson, K. Norwood. 2001

60 citations recorded by the source corpus.

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Using valsiner’s zone theory to interpret Teaching practices in mathematics and science Classrooms (2005, methodology): “In similar work with pre-service teachers, Blanton, Berenson and Norwood (2001a) examined pattern and function in classroom discourse to explore the effect of students’ discourse on a student teacher’s practice during her professional semester.”
Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. (2015, methodology): “Two main points emerge from comparing our analysis with that of Blanton et al. (2001) in this way.”