The increasing prevalence of the word 'pedagogy' in contemporary educators' discourse and the implications this would have for classroom learners of mathematics is explored. The term 'pedagogy' in pedagogy as conversation embodies the reciprocal relationship between the three educative processes of teaching, learning and assessing. A shift in thinking towards seeing the pedagogy of mathematics as a series of oral and written conversations creates opportunities for developing a shared language (discourse) of mathematics through outer conversations.
|Number of pages||6|
|Journal||Australian Primary Mathematics Classroom|
|Publication status||Published - 2002|