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Children's mathematical thinking in different classroom cultures

Wood, Terry, Williams, Gaye and McNeal, Betsy 2006, Children's mathematical thinking in different classroom cultures, Journal for research in mathematics education, vol. 37, no. 3, pp. 222-252.

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Title Children's mathematical thinking in different classroom cultures
Author(s) Wood, Terry
Williams, GayeORCID iD for Williams, Gaye orcid.org/0000-0002-4739-3564
McNeal, Betsy
Journal name Journal for research in mathematics education
Volume number 37
Issue number 3
Start page 222
End page 252
Publisher National Council of Teachers of Mathematics
Place of publication Reston, Va.
Publication date 2006
ISSN 0021-8251
1945-2306
Keyword(s) classroom interaction
cognitive development
elementary
K-8
higherorder thinking
reasoning
teaching practice
Summary The relationship between normative patterns of social interaction and children's mathematical thinking was investigated in 5 classes (4 reform and 1 conventional) of 7- to 8-year-olds. In earlier studies, lessons from these classes had been analyzed for the nature of interaction broadly defined; the results indicated the existence of 4 types of classroom cultures (conventional textbook, conventional problem solving, strategy reporting, and inquiry/argument). In the current study, 42 lessons from this data resource were analyzed for children's mathematical thinking as verbalized in class discussions and for interaction patterns. These analyses were then combined to explore the relationship between interaction types and  expressed mathematical thinking. The results suggest that increased complexity in children's expressed mathematical thinking was closely related to the types of interaction patterns that differentiated class discussions among the 4 classroom cultures.
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Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009088

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.