Revising discourse as an instructional resource: Practice that creates spaces for learning and students' contributions

Hodge, L. L., Zhao, Q., Visnovska, J. and Cobb, P. (2007). Revising discourse as an instructional resource: Practice that creates spaces for learning and students' contributions. In: Proceedings of 31st Conference of the International Group for the Psychology of Mathematics Education. 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul, South Korea, (41-48). 2007.

Author Hodge, L. L.
Zhao, Q.
Visnovska, J.
Cobb, P.
Title of paper Revising discourse as an instructional resource: Practice that creates spaces for learning and students' contributions
Conference name 31st Conference of the International Group for the Psychology of Mathematics Education
Conference location Seoul, South Korea
Conference dates 2007
Proceedings title Proceedings of 31st Conference of the International Group for the Psychology of Mathematics Education
Place of Publication Prague, Czech Republic
Publisher The International Group for the Psychology of Mathematics Education
Publication Year 2007
Sub-type Fully published paper
ISSN 0771-100X
Volume 3
Start page 41
End page 48
Total pages 8
Language eng
Abstract/Summary In this paper, we revisit the overall idea of classroom discourse as an instructional resource. We take the perspective of access in describing how discourse can create opportunities for students to learn important concepts and to share their ideas as part of the legitimate and sanctioned space of the classroom. We provide illustrations from a middle grades class in order to investigate how discourse can be drawn upon to advance the instructional agenda and to support students in experiencing voice in class.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Thu, 09 Jun 2011, 10:25:50 EST by Claire Backhouse on behalf of School of Education