THE NATURE AND FREQUENCY OF MATHEMATICAL DISCUSSION DURING LESSON STUDY THAT IMPLEMENTED THE CMI FRAMEWORK

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THE NATURE AND FREQUENCY OF MATHEMATICAL DISCUSSION DURING LESSON STUDY THAT IMPLEMENTED THE CMI FRAMEWORK

Abstract

During a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.

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