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Student speech as an instructional priority: mathematics classrooms in seven culturally-differentiated cities
Student spoken use of mathematical terminology in public and private classroom discourse distinguishes one mathematics classroom from another. While student-student spoken interactions were frequent in the classrooms studied in Berlin, Melbourne, and San Diego, and non-existent in Shanghai and Seoul, student use of mathematical terminology varied significantly. The variation between the practices of the mathematics classrooms studied in Seoul, Shanghai, Hong Kong and Tokyo problematizes any simplistic characterization of “the Asian classroom.” Our results demonstrate that student spoken facility with the technical language of mathematics requires deliberate scaffolding and, interestingly, this can be achieved through either public or private discourse.
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Journal
Procedia - Social and Behavioral SciencesVolume
2Issue
2Pagination
3811 - 3817Publisher
Elsevier BVLocation
Amsterdam, The NetherlandsISSN
1877-0428Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2010, ElsevierUsage metrics
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