https://mathed.net/w/index.php?action=history&feed=atom&title=Kosko_%26_Wilkins_%282015%29Kosko & Wilkins (2015) - Revision history2026-09-20T22:54:47ZRevision history for this page on the wikiMediaWiki 1.43.8https://mathed.net/w/index.php?title=Kosko_%26_Wilkins_(2015)&diff=1776&oldid=previmported>Raymond Johnson: fix case-sensitive category2016-03-27T23:46:25Z<p>fix case-sensitive category</p>
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</table>imported>Raymond Johnsonhttps://mathed.net/w/index.php?title=Kosko_%26_Wilkins_(2015)&diff=1775&oldid=previmported>Raymond Johnson: new page2016-03-27T23:45:49Z<p>new page</p>
<p><b>New page</b></p><div>{{Title|Does Time Matter in Improving Mathematical Discussions? the Influence of Mathematical Autonomy}}<br />
__NOTOC__<br />
* Authors: [[Karl Kosko|Karl W. Kosko]] and [[Jesse Wilkins|Jesse L. M. Wilkins]]<br />
* Journal: [[The Journal of Experimental Education]]<br />
* Year: 2015<br />
* Source: http://www.tandfonline.com/doi/abs/10.1080/00220973.2014.907225<br />
<br />
==Abstract==<br />
Facilitating students' transition from less to more mathematically productive engagement in discussions is an important area of investigation. Research on mathematical whole-class discussions has consistently identified facilitating students' mathematical autonomy as a central component of this transition. Additionally, research commonly infers such transitions take time to manifest. The present study examined students' perceived mathematical autonomy and perceived engagement in mathematical discussions over a half year of school. Using hierarchical linear growth-curve modeling, the authors found that although it may take time for students to transition into more mathematically productive engagement in discussions, it may be the development of their mathematical autonomy, rather than mere exposure over time, that facilitates this transition.<br />
<br />
==Corrolary==<br />
;APA<br />
: Kosko, K. W., & Wilkins, J. L. M. (2015). Does time matter in improving mathematical discussions? The influence of mathematical autonomy. ''The Journal of Experimental Education, 83''(3), 368–385. http://doi.org/10.1080/00220973.2014.907225<br />
;BibTeX<br />
<pre><br />
@article{Kosko2015,<br />
author = {Kosko, Karl W. and Wilkins, Jesse L. M.},<br />
doi = {10.1080/00220973.2014.907225},<br />
journal = {The Journal of Experimental Education},<br />
number = {3},<br />
pages = {368--385},<br />
title = {{Does time matter in improving mathematical discussions? The influence of mathematical autonomy}},<br />
url = {http://www.tandfonline.com/doi/abs/10.1080/00220973.2014.907225},<br />
volume = {83},<br />
year = {2015}<br />
}<br />
</pre><br />
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[[Category:Journal Articles]]<br />
[[Category:The Journal of Experimental Education]]<br />
[[Category:2015]]<br />
[[Category:classroom discourse]]</div>imported>Raymond Johnson