Abstract
This study was designed to portray a second-/third-grade teacher's classroom knowledge in a schematic structure called a "script." Activities embedded within events in 2 math classes were examined in order to determine patterns that suggested the teacher's knowledge in 1 content area, mathematics. An external representation of the teacher's classroom script was constructed to illuminate not only the essential elements of the script but also what the teacher understood about teaching and what connections existed within the script that described the complexity of teaching and classrooms. The script functioned as an aid to the teacher as she planned lessons, predicted the sequence of classroom events, interpreted students' actions and interactions, and reflected about events as or after they occurred. The classroom script construct extends others' research on "curriculum scripts" and integrates research on teachers' personal, practical, and pedagogical knowledge.
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