NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ691608
Record Type: Journal
Publication Date: 2005-Jan
Pages: 18
Abstractor: Author
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0363-4523
Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom
Huang, Jingzi; Normandia, Bruce; Greer, Sandra
Communication Education, v54 n1 p34-51 Jan 2005
Using a functional linguistic theoretical and analytical framework, this study examines talk in a secondary mathematics class. Viewing communication as one of the key processes in building understanding, the study focuses on the different knowledge structures constructed and expressed by the teacher and the students in classroom discourse. Results examine the range of knowledge structures realized in both teacher and student discourse, and identify the gaps in knowledge structures expressed between teacher and student talk. Ultimately, this study provides instructional implications for classroom teachers to help them address new educational reforms that emphasize students' capability to communicate mathematically.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A