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Children's mathematical thinking in different classroom cultures

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journal contribution
posted on 2006-01-01, 00:00 authored by T Wood, Gaynor Williams, B McNeal
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.

History

Journal

Journal for research in mathematics education

Volume

37

Pagination

222 - 252

Location

Reston, Va.

Open access

  • Yes

ISSN

0021-8251

eISSN

1945-2306

Language

eng

Notes

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Publication classification

C1 Refereed article in a scholarly journal

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