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Spoken mathematics as an instructional strategy: the public discourse of mathematics classrooms in different countries
This chapter examines the use of spoken mathematics in the public discourse of eighth-grade mathematics classrooms internationally. By “spoken mathematics” we mean the recognizably mathematical terms used in spoken interaction in the classroom. Our principal focus was the relatively sophisticated terms by which each lesson’s central concepts or procedures were named. In our analysis we addressed the question(s): “What is the occurrence of publicly spoken mathematics in the different classrooms studied and what efforts do the teachers appear to make to promote students’ use of technical mathematical terms in their public classroom talk?” A companion chapter examines the question of students’ private spoken mathematics in the classroom and the possible learning that might result.
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Title of book
Student voice in mathematics classrooms around the worldChapter number
2Pagination
13 - 31Publisher
Sense PublishersPlace of publication
Rotterdam, NetherlandsISBN-13
9789462093492ISBN-10
9462093490Language
engPublication classification
B1.1 Book chapterCopyright notice
2013, Sense PublishersExtent
12Editor/Contributor(s)
B Kaur, G Anthony, M Ohtani, D ClarkeUsage metrics
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