Using Discourse Analysis to Understand Variation in Students' Reasoning from Accepted Ways of Reasoning

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the cla...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2017
1. Verfasser:	Gruver, John
Format:	Report
Sprache:	eng
Schlagworte:	Abstract Reasoning Applied Linguistics Classroom Communication Classroom Research Discourse Analysis Interviews Mathematics Instruction Multiplication Numbers Preservice Teacher Education Secondary School Teachers Student Attitudes Student Participation Teaching Methods Thinking Skills
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