As our classrooms begin to reflect the diverse population of this country, some tension is inevitable. In addition, college professors typically feel an increased level of uneasiness when their students represent a greater variety of lived experiences. However, a diverse classroom is not inherently problematic in this sense. Negotiating this tension can encourage each student to recognize the differences, while simultaneously acknowledging a sense of commonality among different cultural groups. The primary objective of this article is to generate an assortment of specific strategies that college instructors can utilize to create a sense of community in their increasingly diverse classrooms.
Mathematics teachers have a long history as lecturers.
Discourse can be a problem area for teachers when they do not realize how important it is and have not seen or experienced dynamic classroom discourse. Once a teacher has seen students defending their mathematical ideas, questioning other students ideas, and helping clarify the mathematics to one another, the importance of discourse becomes clear. Knowing that this kind of student interaction is possible can strongly motivate teachers to improve the discourse in their classrooms. Once a teacher is convinced of the need for change, the biggest obstacle is his or her unawareness of how to make meaningful discourse a reality in the classroom. This article describes a professional-development activity that offers a way for teachers to analyze their current classroom discourse practices and move toward the goal of dynamic and productive mathematical discourse.