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{{Title|Talking Mathematically: An Analysis of Discourse Communities}} ...of knowledge. Our work also points to the under-theorized nature of hybrid discourse in mathematics classrooms, thereby providing some directions for pedagogy a

{{Title|Univocal and Dialogic Discourse in Secondary Mathematics Classrooms: The Case of Attending to Precision}} ...ications with regard to students' roles in secondary mathematics classroom discourse.

{{Title|Mathematics Teaching and Classroom Practice}} * Conceptualizing Classroom Practice

{{Title|Teachers' Perspectives of Whole-Class Discourse: Focusing on Effective Instruction to Improve Student Learning}} ...es nine middle-level mathematics teachers' perspectives toward whole-class discourse (WCD) from three diverse school districts. Specifically, teachers' definiti

...classroom, can provide insights for engaging more students in mathematics classroom discussions. ** Adolescents and Mathematics Classroom Discourse

...s an attribute of a person's participation in an activity system such as a classroom. In this perspective, what counts as "competent" gets constructed in partic * A framework for conceptualizing competence as it is realized in the classroom

{{Title|Core Practices and Problems of Practice in Learning to Lead Classroom Discussions}} ...help preservice teachers enact ambitious aspects of teaching like leading classroom discussions, this article investigates an example from the experience of a

...08)|Deliberative discourse idealized and realized: Accountable Talk in the classroom and in civic life]]. Studies in Philosophy and Education, 27(4), 283–297.

{{Title|The Co-Construction of Opposition in a Low-Track Mathematics Classroom}} The article ''The Co-Construction of Opposition in a Low-Track Mathematics Classroom'' was written by [[Victoria Hand]] and published in the ''[[American Educat

...1996). [[Cobb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]],

...atics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifyi [[Category:Classroom Discourse]]

...y together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

{{Title|Pedagogies of Practice and Opportunities to Learn About Classroom Mathematics Discussions}} ...n any one of them in addressing important goals for teacher learning about classroom discussions.

...nstructional tasks and task implementation, opportunities for mathematical discourse, and teachers' expectations. Results are reported from a study of 13 middle

...s and the content of the scaffolds. The findings support prior research on classroom norms that increase student opportunities for conceptual agency and illustr [[Category:Classroom Discourse]]

...l ideas and connections. Conversations require genuine communication among classroom participants Communicating mathematics is an important mathematical practic [[Category:Classroom Discourse]]

...pisodes of collective argumentation occurring across 2 days in a teacher's classroom. Following from these examples, we discuss how the framework can be used to [[Category:Classroom Discourse]]

[[Category:classroom Discourse]]

...tering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade

...mentary school mathematics, the author presents three dilemmas-of content, discourse, and community-that arise in trying to teach in ways that are, in Bruner's

...eachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individ ...tuations while providing particular, emotionally involving accounts of the classroom. The examination of these interactions further specifies conditions that su

...]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]]'', 10(1/2) ...1996). [[Cobb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]],

...le|Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom}} ...n-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these c

...y and the diversity in the students' reasoning as they participated in the classroom mathematical practices that constituted this trajectory. On a broader level * Classroom Organization

{{Title|Participating in Classroom Mathematical Practices}} ...design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we

...Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature by [[Beth Herbel-Eisenmann]], [[Tamsin Meaney]], [[Jessica Piers

...ply their knowledge and understanding of the world back into a mathematics classroom. Having been conditioned with years of arithmetic, almost always involving ...wn mathematics. In fact, the most powerful way to use word problems in the classroom is as a means to help students ''learn'' math. By situating mathematics in

** Potential Mathematical Discourse Topics ...ajectories are used in day-to-day planning and reflecting situated in real classroom contexts. By addressing the relationship of learning to the instructional a