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Middle and High School Mathematics Discourse: Creating Learning Opportunities
Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom GSession Type: Paper Session
Abstract
Classroom discourse practices have implications for students’ opportunities to learn mathematics. This session will examine how teachers solicit and interpret student talk and other discursive activities.
Sub Unit
Chair
Papers
Middle School Mathematics Teachers' Anticipation of Student Responses to Linear Tasks - Kathryn Mary Rupe, Western Washington University
Shifting the Qualities of Questions Asked in Secondary Mathematics Education - Rashmi Singh, University of Southern California; Leslie Dietiker, Boston University; Erin Barno, Boston University
"Don't Talk While We Talk": Conflicting Messages About Talking in the Mathematics Classroom - Abhinav Ghosh, Harvard University; Jon R. Star, Harvard University
Shifts in Positions, Authority, and Agency in a Secondary Mathematics Classroom - Nessrine Machaka, University of Illinois at Urbana-Champaign; Erika David Parr, Rhodes College; Elizabeth B. Dyer, University of Tennessee; Christina Krist, University of Illinois at Urbana-Champaign
Students' Participation in Classroom Discourse and Language Ideologies in Multilingual Secondary Math Classrooms - William C. Zahner, San Diego State University; Ernesto Daniel Calleros, San Diego State University; Kevin Pelaez, Duo Security; Jose Parra, San Diego State University; April Zuniga, San Diego State University; Perla Abeldaño, San Diego State University