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|Title:||Using Comparisons of Alternate Strategies to Promote Discourse|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Kalathil, R. (2006). Using Comparisons of Alternate Strategies to Promote Discourse. 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. 285-292). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Current mathematics reform calls for greater communication of mathematical thinking in which students share their thinking and ideas with their teachers as well as with their peers in the community. In order to create an environment where mathematical ideas are shared and discussed, teachers are asked to elicit and invite different methods and ideas from students. In addition a key idea in mathematics reform is the need to support discourse in mathematics classrooms. In this paper I examine how comparisons of students' solutions to mathematical tasks were used to foster mathematically significant discourse. Data for this comes from one second- grade classroom in which instruction was based on a reform-based curriculum. I examine how comparisons of students' representations to mathematical problems were used to form discourse patterns and changes in its use over time. I also examine strategies that the teacher used to facilitate the discourse around comparisons.|
|Appears in Collections:||ICLS 2006|
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