Discourse competence as important part of academic language proficiency in mathematics classrooms. The case of explaining to learn and learning to explain.

Autor/inn/en	Erath, Kirstin; Prediger, Susanne; Quasthoff, Uta; Heller, Vivien
Titel	Discourse competence as important part of academic language proficiency in mathematics classrooms. The case of explaining to learn and learning to explain.
Quelle	In: Educational studies in mathematics, 99 (2018) 2, S. 161-179Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-1954; 0374-308X; 1573-0816
DOI	10.1007/s10649-018-9830-7
Schlagwörter	Sekundarstufe I; Erklärung; Unterrichtsgestaltung; Unterrichtsmethode; Fachdidaktik; Sprache; Spracherwerb; Mathematikunterricht; Mathematische Kompetenz; Diskussion; Erklärungsmuster
Abstract	Language, which plays a special role for the learning of mathematics, is investigated in this article for the specific discourse practice of explaining during whole-class discussions: On the one hand, explaining is a medium for learning since school cannot be thought of without communication. On the other hand, students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically. Thus, students are learning to explain in mathematics classrooms. This empirical study focuses on the overall question of how discourse competence, participation in classroom discourse, and mathematical learning opportunities are related. For that purpose, the approach of Interactional Discourse Analysis is introduced to mathematics education research and coordinated with the Interactional-Epistemic Perspective from mathematics education. The relevance of explaining is shown theoretically and empirically and a description is given of how limited discourse competence and limited epistemic participation proceed across situations. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3