\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016a.00207}
\itemau{Wang, Tao; Cai, Jinfa; Hwang, Stephen}
\itemti{Achieving coherence in the mathematics classroom: toward a framework for examining instructional coherence.}
\itemso{Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 111-148 (2015).}
\itemab
Summary: Coherence has been identified as an important factor in fostering students' learning of mathematics. In this chapter, by applying classroom discourse theories, we propose a framework for examining instructional coherence through a fine-grained analysis of a video-taped lesson from China. The lesson was chosen because it has been recognized as a model lesson for instructional coherence. Based on a careful analysis of instructional coherence on multiple levels of classroom discourse, we explored discourse strategies the teacher used to achieve instructional coherence in the classroom, as well as the features of classroom instruction in China.
\itemrv{~}
\itemcc{C70 C50}
\itemut{instructional coherence; classroom discourse; learning; student voice; mathematics classroom}
\itemli{doi:10.1142/9789814415828\_0004}
\end