Dialogic Discourse and Standards for Mathematical Practice in Linguistically Diverse Elementary Classrooms

Autor/in	Truxaw, Mary P.
Titel	Dialogic Discourse and Standards for Mathematical Practice in Linguistically Diverse Elementary Classrooms
Quelle	(2016), (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Mathematical Linguistics; Common Core State Standards; Teaching Models; Discourse Analysis; Elementary School Teachers; Elementary School Students; Bilingual Education Programs; Spanish; English (Second Language); Second Language Instruction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Mathematische Linguistik; Mathematische Sprache; Common core curriculum; Curriculum; Kerncurriculum; Lehrmodell; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	This study investigates linguistically diverse elementary mathematics classrooms, focusing on potential for dialogic discourse (constructing meaning through dialogue) and alignment with Common Core Standards for Mathematical Practice (SMPs). Constant comparative methods and discourse analysis of field notes, video recordings, and transcriptions examine verbal moves, exchanges, sequences, and episodes of discourse from elementary dual language (Spanish/English) mathematics classrooms. Analysis demonstrates that specific verbal moves (e.g., exploratory talk, accountable talk, and generative assessment/feedback may shift discourse toward dialogic and support SMPs. Other supporting moves (e.g., think time, visuals, and code-switching) are identified. Models of teaching are built from relationships among moves, exchanges, sequences and episodes within mathematics lessons. Implications for teaching and research in linguistically diverse mathematics classrooms are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01