Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom

Autor/inn/en	Huang, Jingzi; Normandia, Bruce; Greer, Sandra
Titel	Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom
Quelle	In: Communication Education, 54 (2005) 1, S.34-51 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
Schlagwörter	Teachers; Classroom Communication + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Klassengespräch
Abstract	Using a functional linguistic theoretical and analytical framework, this study examines talk in a secondary mathematics class. Viewing communication as one of the key processes in building understanding, the study focuses on the different knowledge structures constructed and expressed by the teacher and the students in classroom discourse. Results examine the range of knowledge structures realized in both teacher and student discourse, and identify the gaps in knowledge structures expressed between teacher and student talk. Ultimately, this study provides instructional implications for classroom teachers to help them address new educational reforms that emphasize students' capability to communicate mathematically. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10