抄録
The purpose of this study is to explore mathematics teaching practices and explain how to use the commognitive approach to cognition to analyze teaching practices for teacher education. This study examines classroom discourse in general and a teacher’s discourse in particular, which is a relatively unknown aspect of the discursive structure of teaching mathematics (DSTM) for teacher education. Three areas of the teacher’s DSTM can combine to afford the opportunity for us to better understand how a teacher and students develop their discursive activities and build a learning community.
