Using Discourse Analysis to Understand Variation in Students' Reasoning from Accepted Ways of Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/in	Gruver, John
Titel	Using Discourse Analysis to Understand Variation in Students' Reasoning from Accepted Ways of Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discourse Analysis; Thinking Skills; Classroom Communication; Numbers; Mathematics Instruction; Abstract Reasoning; Applied Linguistics; Student Participation; Classroom Research; Preservice Teacher Education; Secondary School Teachers; Teaching Methods; Interviews; Student Attitudes; Multiplication + Suchen Sie Ihr Suchwort? Diskursanalyse; Denkfähigkeit; Klassengespräch; Zahlenraum; Mathematics lessons; Mathematikunterricht; Abstraktes Denken; Denken; Linguistics; Linguistik; Angewandte Linguistik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Schülerverhalten; Multiplikation
Abstract	In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.] (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	2020/1/01