Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
What to do in Chicago
Personal Schedule
Sign In
Discourse is a powerful tool to capture evidence of mathematics learning, as mathematics can be conceptualized as a form of discourse. This study aims to capture evidence of learning on geometric transformations by examining preservice teachers’ discourses. The presented analysis shown that word use shifted from operational word use to structure word use in preservice teachers’ discourses. In addition, the changes in structure word use revealed that preservice teachers’ discourses were richer at the post-interview. The result of the analysis indicated that preservice teachers learned more mathematically sophisticated ways to communicate geometric transformations.This study serves as an example of using discourse to examine learning, and it also provides a method to capture evidence of learning in terms of discourse development.