6 research outputs found
Discourse patterns employing choral response in mathematics classrooms in seven countries
Choral response as a significant form of verbal response in mathematics classrooms in seven countries
Spoken mathematics as an instructional strategy: the public discourse of mathematics classrooms in different countries
Student speech as an instructional priority: mathematics classrooms in seven culturally-differentiated cities
Student spoken use of mathematical terminology in public and private classroom discourse distinguishes one mathematics classroom from another. While student-student spoken interactions were frequent in the classrooms studied in Berlin, Melbourne, and San Diego, and non-existent in Shanghai and Seoul, student use of mathematical terminology varied significantly. The variation between the practices of the mathematics classrooms studied in Seoul, Shanghai, Hong Kong and Tokyo problematizes any simplistic characterization of “the Asian classroom.” Our results demonstrate that student spoken facility with the technical language of mathematics requires deliberate scaffolding and, interestingly, this can be achieved through either public or private discourse