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Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them


by Charles Munter, Mary Kay Stein & Margaret S. Smith — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 11, 2015, p. 1-32
http://www.tcrecord.org ID Number: 18115, Date Accessed: 11/21/2017 9:05:36 AM
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About the Author
  • Charles Munter
    University of Pittsburgh
    E-mail Author
    CHARLES MUNTER is an Assistant Professor of Mathematics Education in the School of Education at the University of Pittsburgh. His research focuses on defining high-quality mathematics instruction and understanding and supporting its enactment at scale. Recent publications include: Munter, C. (2014). Developing visions of high-quality mathematics instruction. Journal for Research in Mathematics Education, 45(5), 584-635; and Munter, C., Wilhelm, A. G., Cobb, P., & Cordray, D. S. (2014). Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention. Journal of Research on Educational Effectiveness, 7(1), 83–113.
  • Mary Kay Stein
    University of Pittsburgh
    E-mail Author
    MARY KAY STEIN holds a joint appointment at the University of Pittsburgh as Professor of Learning Sciences and Policy, and Senior Scientist at the Learning Research and Development Center. Her research focuses on mathematics and science teaching and learning in classrooms and the ways in which policy. Recent publications include: Kaufman, J., Stein, M. K., & Junker, B. (in press). How district context influences the accuracy of teachers’ survey reports about their mathematics instruction. Elementary School Journal; and Tekkumru Kisa, M., & Stein, M.K. (2015). Teachers’ learning to see STEM instruction in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal, 52(1), 105–136.
  • Margaret Smith
    University of Pittsburgh
    E-mail Author
    MARGARET S. SMITH is a Professor in the Department of Instruction and Learning in the School of Education and a Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. Her work focuses on developing research-based materials for use in the professional development of mathematics teachers and studying what teachers learn from the professional development in which they engage. Recent publications include: Steele, M. D., Hillan, A. F., & Smith, M. S. (2013). Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function. Journal of Mathematics Teacher Education, 16(6), 451–482; and Marrongelle, K., Sztajn, P., & Smith, M. S. (2013). Scaling Up Professional Development in an Era of Common State Standards. Journal of Teacher Education, 64(3), 202–211.
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