id: 06514632
dt: a
an: 2016a.00207
au: Wang, Tao; Cai, Jinfa; Hwang, Stephen
ti: Achieving coherence in the mathematics classroom: toward a framework for
examining instructional coherence.
so: 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).
py: 2015
pu: Hackensack, NJ: World Scientific
la: EN
cc: C70 C50
ut: instructional coherence; classroom discourse; learning; student voice;
mathematics classroom
ci:
li: doi:10.1142/9789814415828_0004
ab: Summary: Coherence has been identified as an important factor in fostering
studentsâ€™ 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.
rv: