Language use and participation in discourse in the mathematics classroom: When students write together at an online website

Norenes, Svein Olav; Ludvigsen, Sten

doi:10.1016/j.lcsi.2016.05.003

Cited by 12 publications

(6 citation statements)

References 38 publications

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“…The argumentation resulted in class discussions and dialogues between the teacher and the learners, as well as learner-to-learner conversations. In this way, this social interaction enhanced more elaborations, enlightening meanings and understandings of concepts and problem-solving techniques through the participants' utterances (Barnes & Todd cited by Norenes & Ludvigsen 2016). In solving multiplicative word problems, the learners' low reading ability (Reikerås 2009) was improved and worthwhile academic learner performance in the post-test scores was noticeable after exposure to AFs.…”

Section: The Role Of Argument Frames In Improving Learner Performance...mentioning

confidence: 98%

A classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

Petzer¹,

Nel²

2021

Quality Education: The Nexus of Human Capital Development, Economic Growth and Social Justice in a South African Context

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/ or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.

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Section: The Role Of Argument Frames In Improving Learner Performance...mentioning

confidence: 98%

A classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

Petzer¹,

Nel²

2021

Quality Education: The Nexus of Human Capital Development, Economic Growth and Social Justice in a South African Context

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“…Thus, the talks and discourses are accepted as essential parts of students' improvement in mathematical thinking (Norenes & Ludvigsen, 2016). The constructivist learning process facilitates the learners to create meaning through discourse.…”

Section: Indramentioning

confidence: 99%

Critical Conscience for Construction of Knowledge in Mathematics Education

Acharya

Belbase

Panthi

et al. 2022

IJEMST

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The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators’ perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes– culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants’ views. Policy and pedagogical implications of the themes have been discussed.

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“…The dialogue during CW is the common object of analysis in these studies. This is often studied from a sociocultural perspective (Jones, 2002;Norenes & Ludvigsen, 2016;Thompson, 2012) or a Bakhtin-inspired dialogical framework (Jaeger, 2019;Pifarré & Li, 2012;. Many early studies on student conversation find difficulties related to communication and suggest that students need to learn discursive and collaborative skills first, to take full advantage of the benefits related to CW (Fisher, 1994;Floriana, 1994;Jones, 2002).…”

Section: Themes Topics and Trendsmentioning

confidence: 99%

Collaborative Writing in L1 School Contexts: A Scoping Review

Svenlin

Sørhaug

2022

Scandinavian Journal of Educational Research

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This article examines collaborative writing in schools by systematically reviewing peer-reviewed and empirical articles published in English in scientific journals between 1986 and 2020. Drawing on scoping review methodology and using the typology of collaborative writing, 107 studies on collaborative writing in first-language school contexts (primary to upper secondary) were analyzed. The research gaps are related to school contexts and theoretical underpinnings. Most studies are performed with a sociocognitive, sociocultural or constructivistic theoretical foundation. Therefore, we recommend future research to be conducted with more theoretical diversity and in higher school grades (e.g., upper secondary). Further, most studies analyze the drafting process, whereas the brainstorming and outlining activities are underresearched. Technological advances aside, few articles explicitly study collaborative writing related to technology. In addition to these research gaps, we recommend that longitudinal studies be conducted.

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Language use and participation in discourse in the mathematics classroom: When students write together at an online website

Cited by 12 publications

References 38 publications

A classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

A classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

Critical Conscience for Construction of Knowledge in Mathematics Education

Collaborative Writing in L1 School Contexts: A Scoping Review

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