2009This research analysed classroom discourse of a preservice
mathematics teacher, Dayoung, to investigate the functions of teacher's
revoicing and the change in her use of revoicing to describe the
features of its effective use in the context of teaching mathematics. The
data for this research had been collected in the context of teaching
practicum program which was designed to provide preservice teachers
with an environment for learning-to-teach through reflective practice.
The analysis identified diverse functions of teacher's revoicing including
highlighting emerging mathematical positions, making a connection
among students' mathematical ideas, initiating and sustaining a
student's mathematical argumentation. The comparative analysis showed
that Dayoung's use of reooicing has changed over the praciicum.
Specifically, in the first semester of the practicum, Dayoung's use of
revoicing was isolated from the students' argumentation. On the
contrary, in the last semester of her praciicum, her use of reooicing
was well integrated into the on-going mathematical arguments in class
to guide the students to construct coUaboratively mathematics. This
research suggests that analysis of a teacher's classroom discourse
provides useful information for understanding teacher's professional
development. Also, further research is needed to investigate how to
organize teaching practicum to support the development of teacher's
competence of teaching mathematics in class
