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• Imm & Stylianou (2012)
  {{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
  2 KB (251 words) - 00:40, 28 March 2016
• Otten, Engledowl, & Spain (2015)
  {{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.
  3 KB (361 words) - 05:29, 3 December 2015
• Franke, Kazemi, & Battey (2007)
  {{Title|Mathematics Teaching and Classroom Practice}} * Conceptualizing Classroom Practice
  3 KB (315 words) - 19:53, 27 May 2015
• Bennett (2013)
  {{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
  2 KB (265 words) - 23:57, 27 March 2016
• Jansen (2008)
  ...classroom, can provide insights for engaging more students in mathematics classroom discussions. ** Adolescents and Mathematics Classroom Discourse
  4 KB (439 words) - 05:15, 15 November 2013
• Gresalfi, Martin, Hand, & Greeno (2008)
  ...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
  3 KB (373 words) - 06:57, 5 December 2013
• Ghousseini (2015)
  {{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
  2 KB (214 words) - 23:59, 27 March 2016
• Lauren Resnick
  ...08)|Deliberative discourse idealized and realized: Accountable Talk in the classroom and in civic life]]. Studies in Philosophy and Education, 27(4), 283–297.
  785 bytes (85 words) - 05:42, 1 December 2012
• Hand (2009)
  {{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
  3 KB (344 words) - 18:26, 14 November 2013
• Erna Yackel
  ...1996). [[Cobb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]],
  971 bytes (111 words) - 03:10, 8 November 2013
• Sztajn, Confrey, Wilson, & Edgington (2012)
  ...atics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifyi [[Category:Classroom Discourse]]
  2 KB (284 words) - 05:18, 23 May 2015
• Cobb & Yackel (1996)
  ...y together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.
  2 KB (311 words) - 20:34, 29 May 2021
• Ghousseini & Herbst (2016)
  {{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.
  3 KB (353 words) - 00:11, 28 March 2016
• Boston (2012)
  ...nstructional tasks and task implementation, opportunities for mathematical discourse, and teachers' expectations. Results are reported from a study of 13 middle
  2 KB (232 words) - 18:50, 26 November 2013
• González & DeJarnette (2015)
  ...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]]
  2 KB (262 words) - 00:34, 28 March 2016
• Brodie (2007)
  ...l ideas and connections. Conversations require genuine communication among classroom participants Communicating mathematics is an important mathematical practic [[Category:Classroom Discourse]]
  2 KB (294 words) - 23:39, 27 March 2016
• Conner, Singletary, Smith, Wagner, & Francisco (2014)
  ...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]]
  2 KB (285 words) - 00:22, 28 March 2016
• Kosko & Wilkins (2015)
  [[Category:classroom Discourse]]
  2 KB (242 words) - 23:46, 27 March 2016
• Lampert (1990)
  ...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
  2 KB (315 words) - 06:59, 29 October 2013
• Ball (1993)
  ...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
  3 KB (390 words) - 00:38, 17 September 2014

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