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Conceptualizing Student Responsibilities in Discourse-Rich Classrooms

التفاصيل البيبلوغرافية
العنوان: Conceptualizing Student Responsibilities in Discourse-Rich Classrooms
المؤلفون: Tye G. Campbell, Sheunghyun Yeo
المصدر: Journal of Mathematics Education at Teachers College, Vol 11, Iss 2 (2021)
بيانات النشر: Columbia University Libraries, 2021.
سنة النشر: 2021
المجموعة: LCC:Theory and practice of education
LCC:Mathematics
مصطلحات موضوعية: discourse, mathematics, collaboration, student responsibilities, collaborative learning, Theory and practice of education, LB5-3640, Mathematics, QA1-939
الوصف: While a growing body of research examines teachers’ facilitation of discourse-rich classrooms, surprisingly little research is devoted to learners’ responsibilities in such classrooms. In this paper, we share a theoretical model for explaining students’ responsibilities in yielding mathematical learning in discourse-rich classrooms. These responsibilities consist of the following: (1) determined listening and striving to understand others’ contributions; (2) proactive contribution; (3) maintaining equal positioning; (4) willingness to resolve incommensurability; and (5) on-task talk. Each of the responsibilities is interdependent, suggesting that failure to meet one responsibility decreases the likelihood that another responsibility will be met. The model suggests important implications for supporting learners in discourse-rich classrooms.
نوع الوثيقة: article
وصف الملف: electronic resource
اللغة: English
تدمد: 2156-1400
2156-1397
Relation: https://journals.library.columbia.edu/index.php/jmetc/article/view/7832; https://doaj.org/toc/2156-1400; https://doaj.org/toc/2156-1397
DOI: 10.7916/jmetc.v11i2.7832
URL الوصول: https://doaj.org/article/f09bf84568ea462bb8fbccdc03bdb41e
رقم الأكسشن: edsdoj.f09bf84568ea462bb8fbccdc03bdb41e
قاعدة البيانات: Directory of Open Access Journals
الوصف
تدمد:21561400
21561397
DOI:10.7916/jmetc.v11i2.7832