Book ChapterDOI
“Can any Fraction be Turned into a Decimal?” A Case Study of a Mathematical Group Discussion
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This paper examined two days of teacher-led large group discussion in a fifth grade about a mathematical question intended to support student exploration of relationships among fraction and decimal representations and rational numbers, and the teacher's work is conceptualized in terms of actions and practices that coordinate these diverse tools, in constant response to students' concurrent use of them.Abstract:
This case study examines two days of teacher-led large group discussion in a fifth grade about a mathematical question intended to support student exploration of relationships among fraction and decimal representations and rational numbers. The purpose of the analysis is to illuminate the teacher’s work in supporting student thinking through the use of a mathematical question embedded in a position-driven discussion. The focus is an examination of the ways that the emergence of mathematical ideas is partially shaped by complex interactions among the mathematical contents of the question, the inherent properties of the discourse format and participant structure, and the available computational methods. The teacher’s work is conceptualized in terms of actions and practices that coordinate these diverse tools, in constant response to students’ concurrent use of them.read more
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Journal ArticleDOI
Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
TL;DR: Accountable Talk as discussed by the authors is a set of classroom discussion practices that emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning, including accountability to the learning community, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions, and accountability to knowledge.
Book
Learning Identity: The Joint Emergence of Social Identification and Academic Learning
TL;DR: The authors describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom.
Journal ArticleDOI
Dialogue in the Classroom.
Gordon Wells,Rebeca Mejía Arauz +1 more
TL;DR: In this article, the authors report the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum.
Journal ArticleDOI
The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms
Margaret Walshaw,Glenda Anthony +1 more
TL;DR: The authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse, and assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes.
Journal ArticleDOI
Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools
TL;DR: In this article, the authors conducted a study with 236 11th-grade students in five San Francisco high schools, which represented the first extended curriculum intervention in disciplinary reading in an urban district The Reading Like a Historian curriculum constituted a radical departure from traditional textbook-driven instruction by using a new activity structure, the Document-Based Lesson, in which students used background knowledge to interrogate, and then reconcile, historical accounts from multiple texts.
References
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Book
Perspectives on Socially Shared Cognition
TL;DR: This volume argues that the authors' thinking is shaped by others in a process known as socially shared cognition, and contains reports on the way thought works, from investigators in psychology, social psychology, anthropology, sociology, linguistics and literature.
Journal ArticleDOI
Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies
TL;DR: In this article, Mishler reformulates validation as a process through which a community of researchers evaluate the "trustworthiness" of a particular study as the basis for their own work.
Journal ArticleDOI
The Handbook of Qualitative Research in Education
TL;DR: In this paper, a compilation of different qualitative approaches to data gathering in educational research is presented, including anthropological perspectives, collaborative research, symbolic interactionism, a feminist materialistic approach and the approach to ethical issues.