Literaturnachweis - Detailanzeige
| Autor/inn/en | Turner, Erin; Dominguez, Higinio; Maldonado, Luz; Empson, Susan |
|---|---|
| Titel | English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities |
| Quelle | In: Journal for Research in Mathematics Education, 44 (2013) 1, S.199-234 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | English Language Learners; Student Participation; Mathematics Education; Learner Engagement; Motivation Techniques; Discourse Analysis; Group Dynamics; Identification (Psychology); Teaching Methods; Change Strategies; Limited English Speaking; Case Studies; Grade 4; Grade 5; Texas Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematische Bildung; Motivationsförderung; Diskursanalyse; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Lösungsstrategie; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05 |
| Abstract | This study investigated discursive positioning moves that facilitated Latino/a English learners' (ELs) opportunities to take on agentive problem-solving roles in group mathematical discussion. A focus on mechanisms that support students' agentive participation is consistent with the authors' view that recurrent experiences participating and being positioned in particular ways contribute to identity development. Findings suggest several ways that discursive positioning facilitated ELs' agentive participation. (Contains 3 tables, 3 figures, and 6 footnotes.) (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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