| This is a case study. The study is to explore whether the teaching methods of the combination of video case and teaching simulation can help pre-services teachers’ performance on mathematics classroom discourse. And then give pre-services teacher some suggestions in teaching and researching. This study selected six mathematics content as the theme of the discourse design. We collected our data from the two ways: videotape and questionnaire. In our research, we used the teaching methods of the combination of video case and teaching simulation. We analyzed the differences of pre-services teacher’s performance on mathematics classroom discourse from four aspects:the length of discourse, the type of the beginning and the end of the discourse, the usage of various types of discourse and the sequence of discourse.The pre-services teachers were in their third year of university study and they have learnt many mathematics courses and some mathematics education courses. But they have not started practical teaching at schools. So the differences of their performance on mathematics classroom discourse has nothing to do with practice.The results indicated that there are some differences in pre-services teachers’ performance on mathematics classroom discourse through the before and after their learning of mathematical classroom discourse design.After their learning, the pre-services teachers paid more attention to the design of the mathematics classroom discourse. And then prepared the design of mathematics classroom discourse more carefully. They noticed the thinking of students more, not only the mathematics content itself. They added the kinds of discourses related to teachers’evaluation. The research finds that the type of teacher’s positive responses grew rapidly, other types slowly.Finally, through the reflection of the whole research process, we put forward some suggestions for pre-services teachers and teacher educators. |
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