id: 02344909
dt: j
an: 2002b.01042
au: Knuth, Eric; Peressini, Dominic
ti: A theoretical framework for examining discourse in mathematics classrooms.
so: Focus Learn. Probl. Math. 23, No. 2-3, 5-22 (2001).
py: 2001
pu: Center for Teaching, Learning of Mathematics, Framingham, MA
la: EN
cc: C50
ut: 
ci: 
li: 
ab: The purpose in writing this paper is to present a theoretical framework for
    examining discourse in mathematics classrooms that draws upon ideas
    from outside the body of mainstream mathematics education literature.
    We begin our discussion by characterizing the nature of discourse
    associated with two different traditions of school mathematics:
    traditional mathematics education and reform-based mathematics
    education. We then provide the rationale for, describe, and
    apply-to-two mathematics classroom episodes-the theoretical framework
    that has guided our own analysis of school mathematics discourse. In
    conclusion, we discuss a variety of issues that have arisen as we have
    used this theoretical framework and some considerations for future
    research. (From the introduction)
rv: