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Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
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| 2 |
Metacognitive calibration in introductory physics courses: Predictors and interventions
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An examination of gendered discourse in the discussion forums of online STEM courses
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Effect of collaborative learning and direct instruction on myside bias
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The intended and enacted curriculum in a new developmental mathematics course: a study of community college students' participation and attitudes
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Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons
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Abstract:
Policy and research suggest that mathematical learning is supported when students speak clearly, coherently and logically. Conjunctions can be instrumental to support this in that they help connect different ideas and allow speakers to elaborate, extend, and enhance their mathematical statements. Borrowing from the systemic functional linguistics (SFL) perspective, conjunction analysis was conducted on 13 U.S. lessons and 17 Chinese lessons to examine differences in the frequency and use of conjunctions between U.S. and Chinese lessons. Findings indicated that students in the Chinese sample had a higher probability of producing conjunctions than their U.S. peers in both internal conjunctions, which connect large chunks of information, and external conjunctions, which connect small chunks of information. Both in the Chinese and U.S. sample, students had a higher likelihood to produce external conjunctions than internal conjunctions. In terms of logical relationships of conjunctions, Chinese students had a higher probability of producing conjunctions of comparison, consequence, and time logical relationships than U.S. students. Within the Chinese sample, consequence logical relationships were more frequently seen than other types of logical relationships, while within the U.S. sample, consequence and addition logical relationships occurred quite often. More importantly, across lessons and cultural samples, a strong negative relationship was found between teachers’ using internal conjunctions and students’ using internal conjunctions. The significance of these differences lies in their potential impact not only for constructing but also communicating mathematical ideas to others.
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Keyword:
Chinese and U.S. mathematics education; classroom discourse; conjunctions; multi-level logistic regression; systemic functional linguistics
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URL: http://hdl.handle.net/2142/95360
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Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning
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Students' conceptions of trigonometric functions and positioning practices during pair work with Etoys
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A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school
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Communicating according to the standards: examining math talk in Chinese and U.S. mathematics classrooms
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Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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| 13 |
Implementing Reform: The Changing Cultures and Discourse Practices of Four First -Grade Classrooms
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Development of Conceptual and Procedural Knowledge in Preschoolers' Addition and Subtraction
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Is gesture-speech mismatch a general index of transitional knowledge?
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