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Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique
0 references·16 citing·50 second hop
Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique (2002)Dialogue and Learning in Mathematics Educ…Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms (2020)Realising ‘dialogic intention…“So what are we working on?”: how student authority relations shift during collaborative mathematics activity (2020)“So what are we working on?”:…The Role of the Interpreter of Brazilian Sign Language in the Dialogue Among Deaf and Hearing Students in Mathematics Classes (2019)The Role of the Interpreter o…Inclusions, Meetings and Landscapes (2019)Inclusions, Meetings and Land…The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning (2018)The Three Domains for Dialogu…The development of a mathematics teacher’s professional identity during her first year teaching (2017)The development of a mathemat…Dialogic group coaching – inspiration from transformative mediation (2015)Dialogic group coaching – ins…Identifying authority structures in mathematics classroom discourse: a case of a teacher’s early experience in a new context (2014)Identifying authority structu…Hacia una noción situada de lengua para la educación matemática (2014)Hacia una noción situada de l…Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2013)Redirecting, progressing, and…Conceptualizing inquiry-based education in mathematics (2013)Conceptualizing inquiry-based…An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction (2011)An evaluation study of the us…Before you divide, you have to add: Inter-viewing Indian students’ foregrounds (2007)Before you divide, you have t…Teaching mathematics with textbooks : a classroom and curricular perspective (2006)Teaching mathematics with tex…Meaning in Mathematics Education (2005)Meaning in Mathematics Educat…Ambiguity in the Mathematics Classroom (2005)Ambiguity in the Mathematics …A simplest systematics for the organization of turn-taking for conversation (1974)Mind in Society: The Development of Higher Psychological Processes (1978)Handbook of research on mathematics teaching and learning (1992)The Mangle of Practice (1995)The Language of Evaluation (2005)The Language of Evaluation: Appraisal in English (2005)Discursive strategies that foster an epistemic community for argument in a biology classroom (2016)Cognitive Tools for Learning (1992)Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement (2002)Drawing on a Theoretical Model to Study Students’ Understandings of Fractions (2006)Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy (2014)Measuring student engagement in technology-mediated learning: A review (2015)Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019)Discourse and Cognition (1997)An Introduction to Discourse Analysis: Theory and Method (1999)Discursive psychology (2001)Integrating language and content: Issues from the mathematics classroom (2005)Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network (2011)Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic (2015)Democracy and Education. 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Two Fourth-Grade Teachers' Use of a New Mathematics Text (2000)Hype, hope and ICT in teacher education: a Bernsteinian perspective (2012)Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity (2020)Receptive academic vocabulary knowledge and extramural English involvement – is there a correlation? (2021)Review of research in education (1973)Narrative Inquiry: Experience and Story in Qualitative Research (1999)Reconsidering research on teachers’ professional identity (2004)Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited (2018)Methodological landscape in research on teacher identity in mathematics education: a review (2018)The influence of job satisfaction on the relationship between professional identity and burnout: A study of student teachers in Western China (2019)The Dialogic Imagination: Four Essays (1982)Problems of Dostoevsky's Poetics (1984)Self-theories: Their Role in Motivation, Personality, and Development (1999)What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk (2019)Dialogic education for classroom teaching: a critical review (2020)Socially shared metacognition in a project-based learning environment: A comparative case study (2021)The Theory of Social and Economic Organization. (1948)The Constant Comparative Method of Qualitative Analysis (1965)Interaction Analysis: Foundations and Practice (1995)
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  • 2013Conceptualizing inquiry-based education in mathematics443 cited
  • 2005Meaning in Mathematics Education111 cited
  • 2005Ambiguity in the Mathematics Classroom90 cited
  • 2006Teaching mathematics with textbooks : a classroom and curricular perspective83 cited
  • 2017The development of a mathematics teacher’s professional identity during her first year teaching64 cited
  • 2018The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning60 cited
  • 2014Identifying authority structures in mathematics classroom discourse: a case of a teacher’s early experience in a new context53 cited
  • 2020“So what are we working on?”: how student authority relations shift during collaborative mathematics activity47 cited
  • 2011An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction47 cited
  • 2013Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics46 cited
  • 2019Inclusions, Meetings and Landscapes42 cited
  • 2020Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms25 cited
  • 2019The Role of the Interpreter of Brazilian Sign Language in the Dialogue Among Deaf and Hearing Students in Mathematics Classes

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21 cited
  • 2015Dialogic group coaching – inspiration from transformative mediation14 cited
  • 2007Before you divide, you have to add: Inter-viewing Indian students’ foregrounds12 cited
  • 2014Hacia una noción situada de lengua para la educación matemática3 cited