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Dialogic Discourse in Linguistically Diverse Elementary Mathematics Classes: Lessons Learned from Dual Language Classrooms

By Mary Truxaw

Abstract

This research investigated discourse in linguistically diverse elementary mathematics classrooms on a continuum from univocal (transmitting meaning) to dialogic (dialogue to construct meaning). Although analysis revealed predominantly univocal discourse in these classrooms, it also uncovered verbal moves and promising practices for supporting English learners with dialogic discourse and mathematical understanding

Topics: mathematics education, discourse, linguistic diversity, equity, Education
Publisher: OpenCommons@UConn
Year: 2015
OAI identifier: oai:opencommons.uconn.edu:nera-2015-1000

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