id: 05834575
dt: a
an: 2011a.00273
au: Zahner, William; Moschkovich, Judit
ti: The social organization of a middle school mathematics group discussion.
so: Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling
competencies. ICTMA 13. Proceedings of the 13th international
conference on the teaching of mathematical modelling and applications,
July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk;
978-1-4419-0561-1/ebook). 373-383 (2010).
py: 2010
pu: London: Springer
la: EN
cc: C53
ut: student student interaction; bilingualism; bilingual classrooms
ci:
li: doi:10.1007/978-1-4419-0561-1_32
ab: Summary: This study analyzes patterns of interaction among bilingual middle
school students while they engaged in peer mathematical discussions.
Using a sociocultural lens on learning the practice of school
mathematics, this study addresses three questions: (1) What kind of
mathematical discourse practices did the students engage in? (2) What
discourse patterns emerged during these mathematics conversations? (3)
What are the implicit “rules" that appear shape students
interactions, what are the pragmatic implications of these rules, and
which students benefit from these rules? Using conversation analysis
and discourse analysis we show that the students primarily engaged in
“calculational" conversations, that mathematics conversations
followed rules distinct from the rules of everyday conversations, and
“intellectual authority" emerged as an important construct for
understanding students mathematical discourse practices.
rv: