東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Analyzing Classroom Discourse to Inv...

Ellis, Brittney Marie.

FindBook

Google Book

Amazon

博客來

Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions./
作者:	Ellis, Brittney Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	211 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29260274
ISBN:	9798841768951

Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions.
Ellis, Brittney Marie.

Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 211 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--Portland State University, 2022.

Shifting classroom discourse to be more student-centered has become an integral part of reform-oriented instructional practices. At the same time, shifting discourse can open up opportunities for inequity to occur in the immediate learning environment as both the quantity and quality of mathematical talk changes. In this project, I examined complexities involved in such settings by using discourse analysis methods to explore the positioning of students relative to mathematics content and each other's mathematical ideas. First, I analyzed the ways teachers' discourse during group work enactments related to established equitable teaching practices. Findings from this study suggest communicating group tasks as open may afford teachers more opportunities to enact known teaching practices that support equitable group work (e.g., focusing on sense making, using roles to structure participation). Second, using constructs from positioning theory and anti-deficit perspectives, I analyzed student and teacher discourse on a micro-timescale during a whole-class standards-based mathematics discussion. Results from this study provide a counter-story narrative illustrating how one Black girl's forms of resilience emerged from interactions as she resisted against micro-invalidations of her mathematical thinking. In particular, sense making and silence were forms of resilience that emerged through repeated acts of resistance, which were evidenced by negotiated or rejected positions. Broadly, this dissertation project supports ongoing calls to critically examine teaching practices situated in reformed mathematics instructional contexts.

ISBN: 9798841768951Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Classroom discourse

Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions.
LDR:02770nmm a2200349 4500 001 2400941
005 20241007100311.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798841768951
035 $a (MiAaPQ)AAI29260274
035 $a AAI29260274
035 $a 2400941
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ellis, Brittney Marie. $3 3771003
245 1 0 $a Analyzing Classroom Discourse to Investigate Structuring Equitable Mathematical Talk in Small Groups and Whole-Class Discussions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 211 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Thanheiser, Eva.
502 $a Thesis (Ph.D.)--Portland State University, 2022.
520 $a Shifting classroom discourse to be more student-centered has become an integral part of reform-oriented instructional practices. At the same time, shifting discourse can open up opportunities for inequity to occur in the immediate learning environment as both the quantity and quality of mathematical talk changes. In this project, I examined complexities involved in such settings by using discourse analysis methods to explore the positioning of students relative to mathematics content and each other's mathematical ideas. First, I analyzed the ways teachers' discourse during group work enactments related to established equitable teaching practices. Findings from this study suggest communicating group tasks as open may afford teachers more opportunities to enact known teaching practices that support equitable group work (e.g., focusing on sense making, using roles to structure participation). Second, using constructs from positioning theory and anti-deficit perspectives, I analyzed student and teacher discourse on a micro-timescale during a whole-class standards-based mathematics discussion. Results from this study provide a counter-story narrative illustrating how one Black girl's forms of resilience emerged from interactions as she resisted against micro-invalidations of her mathematical thinking. In particular, sense making and silence were forms of resilience that emerged through repeated acts of resistance, which were evidenced by negotiated or rejected positions. Broadly, this dissertation project supports ongoing calls to critically examine teaching practices situated in reformed mathematics instructional contexts.
590 $a School code: 0180.
650 4 $a Mathematics education. $3 641129
653 $a Classroom discourse
653 $a Equity
653 $a Whole-class discussions
690 $a 0280
710 2 $a Portland State University. $b Mathematics. $3 3279442
773 0 $t Dissertations Abstracts International $g 84-02A.
790 $a 0180
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29260274