Abstract
The purpose of this paper is to consider the negociation pattern of mathematics instruction by transformative listening of teacher. Transformative Listening : There is an attempt to interpret and make sense of what the speaker says, but always from the point of view of the listener. If a teacher is listening in a transformative manner they will characteristically have an open stance to the interrogation of assumptions they are making. As a consequence, I understood that there are six negociation patterns. A: (I)⊃(II)⊃(III) B: (I)=(II)⊃(III) C: (I)⊃(II)=(III) D: (I)=(II)=(III) E: (I)⊂(II)⊃(III) F: (I)⊂(II)=(III) (I) ideas in unaided solution (II) ideas in group discussion (III) ideas to put together thoughts ⊂ : Increase ideas ⊃ : Decrease ideas= : Equal ideas I thought that transformative listening of teacher would be four factors : multiplicity in children's ideas, fallibility in their ideas, prediction of their responses, teacher's metareasoning of their ideas. But most important factor is purpose of lesson. Eventually when the teacher is faced with the gap between purpose of lesson and practice of lesson, what ideas he make a choice among so many ideas decide on the negociation pattern.
