Self-directed okay in mathematics lectures

Looney, Stephen Daniel; Jia, Dingding; Kimura, Daisuke

doi:10.1016/j.pragma.2016.11.007

Cited by 32 publications

(15 citation statements)

References 16 publications

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“…In article was investigated the “flipped” classroom model as a new organizational design for the teaching and learning paradigm, as its name transmits, stands for the pedagogical switch of the traditional academic procedure as students' first contact with the subjects is made outside the “four‐wall classroom bounds.” The current generation of university students display an increasing propensity for media multitasking behavior with digital devices such as laptops, tablets, and smartphones hence a growing body of empirical evidence has shown that this behavior is associated with reduced academic performance . In article was investigated the inter‐personal and intra‐personal functions of the discourse marker (DM) okay in sequences of self‐directed talk during university Mathematics lectures. In study was described the various ways students make sense of mathematics lectures.…”

Section: Introductionmentioning

confidence: 99%

“…The current generation of university students display an increasing propensity for media multitasking behavior with digital devices such as laptops, tablets, and smartphones hence a growing body of empirical evidence has shown that this behavior is associated with reduced academic performance [10]. In article [11] was investigated the interpersonal and intra-personal functions of the discourse marker (DM) okay in sequences of self-directed talk during university Mathematics lectures. In study [16] was described the various ways students make sense of mathematics lectures.…”

Section: Introductionmentioning

confidence: 99%

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Statistical evaluation of mathematics lecture performances by soft computing approach

Gavrilović¹,

Denić²,

Petković

et al. 2018

Comput Appl Eng Educ

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Mathematics lectures could be very challenging task for the both, teachers and pupils, since there are large education material which should be acquired throughout 1 year. Therefore there is need to improve the lectures in order to make it more interesting and attractive for pupils especially. In order to find a way how to improve the lectures, there is need to make statistical analysis in order to detect which factors are the most dominant for the mathematics lecture performance. For such a purpose, in this study soft computing approach, namely, adaptive neuro fuzzy inference system (ANFIS) was used. The ANFIS should determine what the qualitative influence of the several factors on the mathematics performance is. The results confirm that the application for education software could produce the best results in mathematics lecture.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Statistical evaluation of mathematics lecture performances by soft computing approach

Gavrilović¹,

Denić²,

Petković

et al. 2018

Comput Appl Eng Educ

View full text Add to dashboard Cite

show abstract

“…One might claim that verbal resources are not more important or autonomous but depend for their meaning on working together with inscription, visuals, and gestures in this communicative activity. Other applied linguists studying scientific interactions have also pointed to the significance of material resources that shape indexicals (see Looney, Jha, & Kimura, ; McNamara, ; Ochs, Gonzales, & Jacoby, ).…”

Section: Stem Communicative Practicesmentioning

confidence: 99%

“…Analyzing the same video corpus from a CA perspective, Looney et al. () argue that words such as “okay” and “so” are self‐talk that index the TA's thought process in doing math . In fact, often, writing on the board preceded talking about it.…”

Section: Stem Communicative Practicesmentioning

confidence: 99%

“…"We" indexed doing math together (as in "if we consider a pipe"), and "you" indexed addressing students as an instructor (as in "so you can remember by, this, formula"). Analyzing the same video corpus from a CA perspective, Looney et al (2017) argue that words such as "okay" and "so" are self-talk that index the TA's thought process in doing math. In fact, often, writing on the board preceded talking about it.…”

Section: From Grammar To Spatial Repertoiresmentioning

confidence: 99%

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Materializing ‘Competence’: Perspectives From International STEM Scholars

Canagarajah

2018

The Modern Language Journal

185

112

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Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group, 2016) to move theory and pedagogy forward. Shifting further yet toward the material locus and spatiotemporal conditioning of communication, this article reports on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars. Its data analysis uses a spatial orientation informed by schools such as new materialism, post‐humanism, and actor network theory, influenced largely by scholars in material and spatial sciences. The article calls for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics.

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The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters

Hall

Looney

2020

TESOL Quarterly

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Second language (L2) teaching is complex interactional work. Although how teachers teach is known to be significant to student engagement and learning, the specialized nature of teaching is typically represented as knowledge and beliefs about teaching. This is changing, however, as the number of studies drawing on ethnomethodology and conversation analysis to illuminate the intricacies of L2 teaching is rapidly growing. This study adds to this research. Its specific focus is on an English as a second language teacher's use of self-talk to downgrade her certainty about the appropriate use of particular linguistic constructions that are the focus of instruction. The authors argue that, rather than displaying ineptitude at these moments, the use of self-talk displays the teacher's skilled willingness to make public her thinking processes as she works through her uncertainty and models for students ways they might deal with similar challenges. Shifting the focus to what teachers do, the study offers insight into the complex, embodied work of teaching, which, in turn, contributes to a practice-based understanding of teaching. For both novice and experienced teachers, the instructive descriptions of teacher self-talk can help them develop a reflective capacity for understanding and dealing with the contingencies of L2 teaching.

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Self-directed okay in mathematics lectures

Cited by 32 publications

References 16 publications

Statistical evaluation of mathematics lecture performances by soft computing approach

Statistical evaluation of mathematics lecture performances by soft computing approach

Materializing ‘Competence’: Perspectives From International STEM Scholars

The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters

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