The Answer Is Only the Beginning: Extended Discourse in Chinese and U.S. Mathematics Classrooms

Autor/inn/en	Schleppenbach, Meg; Perry, Michelle; Miller, Kevin F.; Sims, Linda; Fang, Ge
Titel	The Answer Is Only the Beginning: Extended Discourse in Chinese and U.S. Mathematics Classrooms
Quelle	In: Journal of Educational Psychology, 99 (2007) 2, S.380-396 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Mathematics Instruction; Foreign Countries; Elementary School Mathematics; Classrooms; Educational Change; Computation; Questioning Techniques; China; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Elementare Mathematik; Schulmathematik; Classroom; Klassenraum; Bildungsreform; Befragungstechnik; Fragetechnik; USA
Abstract	The authors investigated the use of a particular discourse practice--continued questioning and discussion after a correct answer was provided, which they called extended discourse--and examined the frequency and content of this practice in 17 Chinese and 14 U.S. elementary mathematics classes. They found that the Chinese classrooms had more, and spent more time in, extended discourse than did the U.S. classrooms. The content of these episodes differed: The Chinese classrooms focused more on rules and procedures than did the U.S. classrooms, whereas the U.S. classrooms focused more on computation than did the Chinese classrooms. These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S. reforms in mathematics pedagogy. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10