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|Title:||Characterizing the Nature of Discourse in Mathematics Classrooms|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Kalathil, R. (2006). Characterizing the Nature of Discourse in Mathematics Classrooms. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 277-284). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||A key idea in mathematics education reform today is the need to support discourse in classrooms. Despite the importance of this goal however, research has shown that realizing this vision of discourse can be hard to achieve. To address this issue, I introduce a framework that can be used to study and implement discourse in mathematics classrooms. Data come from two second-grade classrooms in which instruction was based on a reform-based curriculum. The study examines the character of the discourse that occurred in these two classrooms. I first identify six distinct discourse structures that were used as building blocks for talking about students' solutions to mathematical problems. I also identify three broad patterns in the ways these structures were used to define interactions in the classrooms. These patterns vary in the level of complexity from getting discourse started to increasingly complex patterns where students were engaging in mathematically complex discussions.|
|Appears in Collections:||ICLS 2006|
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