The relationship between patterns of classroom discourse and mathematics learning
暂无分享,去创建一个
[1] Douglas A. Grouws,et al. The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. , 1979 .
[2] Herbert P. Ginsburg,et al. Entering the child's mind , 1997 .
[3] Neil Mercer,et al. Common Knowledge: The Development of Understanding in the Classroom , 1987 .
[4] Peter A. Youngs,et al. Teacher Characteristics and Student Achievement Gains: A Review , 2003 .
[5] E. Hutchins. Cognition in the wild , 1995 .
[6] Warren K. Wake,et al. Intelligence: Multiple Perspectives , 1995 .
[7] H. Mehan,et al. Learning Lessons, Social Organization in the Classroom , 1979 .
[8] Terry Wood,et al. Creating a context for argument in mathematics class , 1999 .
[9] Michael Atiyah. The Art of Mathematics , 2009 .
[10] J. Brophy. Teacher behavior and student achievement , 1984 .
[11] P. Black,et al. Teachers developing assessment for learning: impact on student achievement , 2004 .
[12] J. Gee. Social Linguistics And Literacies: Ideology in Discourse , 1996 .
[13] Judy Fadness,et al. Children's Mathematics: Cognitively Guided Instruction , 1999 .
[14] J. Hiebert,et al. THE EFFECTS OF CLASSROOM MATHEMATICS TEACHING ON STUDENTS ’ LEARNING , 2006 .
[15] Thomas L. Good,et al. The Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of Fourth Grade Students1 , 1979 .
[16] Jeremy Roschelle,et al. SIMCALC : Accelerating Students’ Engagement With the Mathematics of Change , 2000 .
[17] Jo Boaler,et al. Experiencing school mathematics : traditional and reform approaches to teaching and their impact on student learning , 2002 .
[18] E. Goffman,et al. Forms of talk , 1982 .
[19] Brigid Barron. When Smart Groups Fail , 2003 .
[20] Kris D. Gutiérrez. How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing☆ , 1993 .
[21] R. Rosenthal,et al. Pygmalion in the classroom , 1968 .
[22] Geoffrey B. Saxe,et al. Opportunities to learn fractions in elementary mathematics classrooms. , 1999 .
[23] Walter Doyle,et al. 4: Paradigms for Research on Teacher Effectiveness , 1977 .
[24] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[25] Bert van Oers,et al. Educational forms of initiation in mathematical culture , 2001 .
[26] Erna Yackel,et al. What we can learn from analyzing the teacher’s role in collective argumentation , 2002 .
[27] Barak Rosenshine,et al. Recent Research on Teaching Behaviors and Student Achievement , 1976 .
[28] Susan B. Empson,et al. A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction , 1996, Journal for Research in Mathematics Education.
[29] Eleanor Duckworth,et al. "The having of wonderful ideas" and other essays on teaching and learning , 1987 .
[30] H. Mehan. ‘What time is it, Denise?”: Asking known information questions in classroom discourse , 1979 .
[31] J. Hiebert,et al. Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic , 1993 .
[32] L. Vygotsky,et al. Thought and Language , 1963 .
[33] D. Hurst,et al. Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, by G. Wells, (1999) , 2001 .
[34] Kpe Koeno Gravemeijer. How Emergent Models May Foster the Constitution of Formal Mathematics , 1999 .
[35] H. Mehan. Language and Schooling. , 1984 .
[36] Giyoo Hatano,et al. Teaching-Learning of Evaluative Criteria for Mathematical Arguments through Classroom Discourse: A Cross-National Study. , 1999 .
[37] David Hammer,et al. Student Inquiry in a Physics Class Discussion , 1995 .
[38] Jeremy Roschelle,et al. Scaling Up Innovative Technology-Based Mathematics , 2008 .
[39] Susan B. Empson. Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis , 2003 .
[40] Geoffrey B. Saxe,et al. Relations Between Classroom Practices and Student Learning in the Domain of Fractions , 1999 .
[41] James W. Stigler,et al. Teachers' Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States. , 1999 .
[42] James V. Wertsch,et al. A sociocultural approach to socially shared cognition , 1991, Perspectives on socially shared cognition.
[43] Jean-Claude Bringuier,et al. Conversations with jean piaget , 1982 .
[44] J. Gee. Social Linguistics and Literacies : Ideology in Discourses , 2008 .
[45] T. P. Carpenter,et al. Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics , 1996 .
[46] Jim Minstrell,et al. Using Questioning to Guide Student Thinking , 1997 .
[47] Benjamin S. Bloom,et al. Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .
[48] Joseph L. Polman,et al. Dialogic Activity Structures for Project-Based Learning Environments , 2004 .
[49] P. Cobb,et al. Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. , 1996 .
[50] Martin Nystrand,et al. Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (Language and Literacy Series) , 1996 .
[51] A. diSessa. Toward an Epistemology of Physics , 1993 .
[52] L. S. Vygotksy. Mind in society: the development of higher psychological processes , 1978 .
[53] Ellice Ann Forman,et al. Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom , 2002 .
[54] Mitchell J. Nathan,et al. A Study of Whole Classroom Mathematical Discourse and Teacher Change , 2003 .
[55] P. Black,et al. Assessment and Classroom Learning , 1998 .
[56] T. P. Carpenter,et al. Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study , 1989 .
[57] Csr Young,et al. How to Do Things With Words , 2009 .
[58] Alan H. Schoenfeld,et al. Research methods in (mathematics) education , 2008 .
[59] Brigid Barron,et al. Problem Solving in Video-based Microworlds: Collaborative and Individual Outcomes of High-Achieving Sixth-Grade Students. , 2000 .
[60] D. Carr. : Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .
[61] H. Garfinkel. Studies in Ethnomethodology , 1968 .
[62] Geoffrey B. Saxe,et al. The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers. , 1998 .
[63] J. Hiebert. Making Sense: Teaching and Learning Mathematics with Understanding , 1997 .
[64] Anthony S. Bryk,et al. Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .
[65] Neil Mercer,et al. The Guided Construction of Knowledge: Talk Amongst Teachers and Learners , 1995 .
[66] Ricardo Nemirovsky,et al. Body Motion and Graphing , 1998 .
[67] J. Piaget. Play, dreams and imitation in childhood , 1951 .
[68] Chris Rasmussen,et al. Classroom mathematical practices in differential equations , 2002 .
[69] Daniel L. Schwartz,et al. Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction , 2004 .
[70] Judit N. Moschkovich,et al. A Situated and Sociocultural Perspective on Bilingual Mathematics Learners , 2002 .
[71] G. Wells,et al. What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction , 2000 .
[72] Frederick Erickson. Talk and social theory : ecologies of speaking and listening in everyday life , 2004 .
[73] G. T. Springer,et al. Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom , 2006 .
[74] Dylan Wiliam,et al. Keeping learning on track: classroom assessment and the regulation of learning , 2007 .
[75] D. Schiffrin. Approaches to Discourse , 1997 .
[76] E. Schegloff,et al. A simplest systematics for the organization of turn-taking for conversation , 1974 .
[77] E. Cohen. Restructuring the Classroom: Conditions for Productive Small Groups , 1994 .
[78] Michael Aschbacher,et al. The Status of the Classification of the Finite Simple Groups , 2004 .
[79] P. L. Adams. THE ORIGINS OF INTELLIGENCE IN CHILDREN , 1976 .
[80] Susan R. Goldman,et al. Complex Mathematical Problem Solving by Individuals and Dyads , 1997 .
[81] Deborah J. Stipek,et al. Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms , 2001, The Elementary School Journal.
[82] Courtney B. Cazden,et al. Classroom Discourse: The Language of Teaching and Learning. Second Edition. , 2001 .
[83] D. Gorenstein,et al. The Classification of the Finite Simple Groups , 1983 .
[84] J. Bruner. Actual minds, possible worlds , 1985 .
[85] J. Sinclair,et al. Towards an Analysis of Discourse: The English Used by Teachers and Pupils , 1975 .
[86] Michelene T. H. Chi,et al. Self-Explanations: How Students Study and Use Examples in Learning To Solve Problems. Technical Report No. 9. , 1987 .
[87] Noreen M. Webb,et al. Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups , 2006 .
[88] Julie A. Bianchini,et al. Where knowledge construction, equity, and context intersect: Student learning of science in small groups , 1997 .
[89] Mary Kay Stein,et al. Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms , 1996 .
[90] Steven P. Reise,et al. Multilevel Modeling and its Application in Counseling Psychology Research , 1999 .
[91] Elizabeth Fennema,et al. Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics , 2001 .
[92] M. Pressley,et al. Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions , 1999 .
[93] Gordon Wells,et al. Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom , 1993 .
[94] J. Kaput. Shifting Representational Infrastructures and Reconstituting Content to Democratize Access to the Math of Change & Variation : Impacts On Cognition , Curriculum , Learning and Teaching 1 [ 10 / 16 / 00 Draft ] , 2001 .
[95] M. Kline. Mathematics: The Loss of Certainty , 1982 .
[96] Richard Noss,et al. The Microevolution of Mathematical Knowledge: The Case of Randomness , 2002 .
[97] A. Sfard. There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning , 2001 .
[98] Leslie R. Herrenkohl,et al. Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade , 1998 .
[99] M. Goos. Learning mathematics in a classroom community of inquiry , 2004 .
[100] Sarah Michaels,et al. Discourse, learning, and schooling: Shifting participant frameworks: orchestrating thinking practices in group discussion , 1996 .
[101] Sarah Michaels,et al. Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy , 1993 .
[102] J. Lemke. Talking Science: Language, Learning, and Values , 1990 .
[103] Magdalene Lampert,et al. When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching , 1990 .
[104] Patrick W Thompson,et al. Images of rate and operational understanding of the fundamental theorem of calculus , 1994 .
[105] P. Cobb,et al. Reflective Discourse and Collective Reflection , 1997 .
[106] D. Holland. Identity and Agency in Cultural Worlds , 1998 .
[107] James Collins,et al. Discourse Style, Classroom Interaction and Differential Treatment , 1982 .
[108] R. Gallimore,et al. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context , 1988 .
[109] A. Graesser,et al. Question Asking During Tutoring , 1994 .
[110] G. Wells,et al. Dialogue in the Classroom , 2006 .
[111] N. Webb. Task-Related Verbal Interaction and Mathematics Learning in Small Groups. , 1991 .
[112] J. Gibson,et al. Perceptual learning; differentiation or enrichment? , 1955, Psychological review.
[113] Paul Ernest,et al. The Philosophy of Mathematics Education , 2003 .
[114] J. McMenamy. Entering the Childʼs Mind: The Clinical Interview in Psychological Research and Practice , 1999 .
[115] David W. Johnson. The New Circles of Learning: Cooperation in the Classroom and School , 1994 .
[116] Suzanne H. Chapin. Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6 , 2003 .
[117] Ann L. Brown,et al. How people learn: Brain, mind, experience, and school. , 1999 .
[118] J. Dewey. The child and the curriculum , 1902 .
[119] Geoffrey B. Saxe,et al. Candy Selling and Math Learning , 1988 .
[120] Michelene T. H. Chi,et al. Eliciting Self-Explanations Improves Understanding , 1994, Cogn. Sci..
[121] M. Stein,et al. Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project , 1996 .
[122] G. Wells. Using the Tool-Kit of Discourse in the Activity of Learning and Teaching , 1996 .
[123] Leslie R. Herrenkohl,et al. Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts , 2004 .
[124] S. Reeves,et al. Discourse Analysis , 2018, The Study of Language.
[125] John D. Bransford,et al. New approaches to instruction: because wisdom can't be told , 1989 .
[126] Mary Louise Gomez. The Role of Talk in Learning to Teach , 2002 .
[127] Gaye Williams,et al. Children's Mathematical Thinking in Different Classroom Cultures , 2006 .
[128] Patrick W Thompson,et al. Talking about Rates Conceptually, Part I: A Teacher's Struggle. , 1994 .
[129] A. M. White. The Process of Education , 1994 .
[130] Corey Drake,et al. “Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing , 2009 .
[131] Barbara Garii,et al. Inside Teaching: How Classroom Life Undermines Reform , 2006 .
[132] Larry V. Hedges,et al. The Effect of School Resources on Student Achievement , 1996 .
[133] M. Forrester,et al. Learning to estimate in the mathematics classroom: a conversation-analytic approach , 1998 .
[134] M. Haneda. The Joint Construction of Meaning in Writing Conferences , 2004 .
[135] Anselm L. Strauss,et al. Basics of qualitative research : techniques and procedures for developing grounded theory , 1998 .