Seeing with Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors

Autor/in	Shein, Paichi Pat
Titel	Seeing with Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors
Quelle	In: Journal for Research in Mathematics Education, 43 (2012) 2, S.182-222 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Error Correction; Case Studies; Nonverbal Communication; Geometric Concepts; Geometry; English Language Learners; Grounded Theory; Grade 5; Educational Strategies; Learning Strategies; Teaching Methods; Discourse Analysis; Educational Practices; Protocol Analysis; Questioning Techniques; Repetition; Classroom Observation Techniques; Interaction Process Analysis; California + Suchen Sie Ihr Suchwort? Korrektur; Case study; Fallstudie; Case Study; Non-verbal communication; Nonverbale Kommunikation; Elementare Geometrie; Geometrie; School year 05; 5. Schuljahr; Schuljahr 05; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Bildungspraxis; Befragungstechnik; Fragetechnik; Wiederholung; Prozessanalyse; Kalifornien
Abstract	A case study examines a 5th-grade teacher's orchestration of discourse and interaction to create opportunities for English language learners to participate in the repair of mathematical errors during a unit on finding the area of geometric shapes. The findings detail how the teacher used gestures in grounding her questioning, revoicing students' strategies, and narrating the meaning of geometric features. (Contains 6 footnotes and 18 figures.) (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