An Analysis of Patterns of Productive and Powerful Discourse in Multilingual Secondary Mathematics Classrooms = Un Análisis de Discurso Productivo y Poderoso en Aulas Multilingües de Matemáticas de Secundaria [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Zahner, William; Wynn, Lynda; Calleros, Ernesto Daniel; Pelaez, Kevin
Titel	An Analysis of Patterns of Productive and Powerful Discourse in Multilingual Secondary Mathematics Classrooms = Un Análisis de Discurso Productivo y Poderoso en Aulas Multilingües de Matemáticas de Secundaria [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discourse Analysis; Classroom Communication; Multilingualism; Mathematics Instruction; Thinking Skills; Teaching Methods; Grade 9; Lesson Plans; After School Programs; Sociocultural Patterns; Student Participation; Algebra; Equal Education; Inclusion; Urban Schools; High School Students; English Language Learners; Low Income Students; Minority Group Students + Suchen Sie Ihr Suchwort? Diskursanalyse; Klassengespräch; Mehrsprachigkeit; Multilingualismus; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Lesson planning; Unterrichtsplanung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziokulturelle Theorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	We present an analysis of three 9th grade integrated mathematics lessons in which a group of teachers and researchers redesigned a sequence of lessons with the goal of engaging a linguistically diverse group of students in productive and powerful discussions (Herbel-Eisenmann et al. 2013). The three lessons were part of a design experiment. Two lessons were observed during regular school day instruction, and the other lesson was part of an after-school teaching experiment. Drawing on a sociocultural framework and methods of classroom discourse analysis (Cazden, 2001; Pierson, 2008), we analyze how the teachers in the three settings structured whole-class discourse to create opportunities for a multilingual group of students to participate in the discussion and to appropriate mathematical tools for thinking. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01