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Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics
16 references·0 citing·34 second hop
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2013)Redirecting, progressing, and focusing ac…Conversation Analysis: An Introduction (2010)Conversation Analysis: An Int…Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)Orchestrating Productive Math…Dialogue and the Development of Children's Thinking: A Sociocultural Approach (2007)Dialogue and the Development …Dialogue and the Development of Children's Thinking (2007)Dialogue and the Development …Meaning Making in Secondary Science Classrooms (2003)Meaning Making in Secondary S…Children's Mathematics: Cognitively Guided Instruction (1999)Children's Mathematics: Cogni…Conversation Analysis: Principles, Practices and Applications (1998)Conversation Analysis: Princi…Approaching Dialogue: Talk, interaction and contexts in dialogical perspectives (1998)Approaching Dialogue: Talk, i…Approaching Dialogue (1998)Approaching DialogueTheory of didactical situations in mathematics (1997)Theory of didactical situatio…Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom (1993)Reevaluating the IRF sequence…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Classroom Discourse: The Language of Teaching and Learning (1988)Classroom Discourse: The Lang…Mind in society: The development of higher psychological processes. L. S. Vygotsky. (1978)Mind in society: The developm…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…A simplest systematics for the organization of turn-taking for conversation (1974)A simplest systematics for th…Review of research in education (1973)National Council of Teachers of Mathematics (1979)Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (2009)Using video to teach future teachers to learn from teaching (2010)PISA 2012 Assessment and Analytical Framework (2013)On Face-Work (1955)Studies in Ethnomethodology. (1968)Opening up Closings (1973)The Preference for Self-Correction in the Organization of Repair in Conversation (1977)Grounding in communication. (1991)What Is Agency? (1998)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)The Role of Goal Orientation in Self-Regulated Learning (2000)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Learning to Teach Argumentation: Research and development in the science classroom (2005)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012)A pedagogy of Multiliteracies Designing Social Futures (1996)Multiliteracies: Lit Learning (2005)“Multiliteracies”: New Literacies, New Learning (2009)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications (1999)Trends in Peer Learning (2005)Scaffolding in Teacher–Student Interaction: A Decade of Research (2010)Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Defining Twenty-First Century Skills (2011)Handbook of Communication and Social Interaction Skills (2003)Why is conversation so easy? (2003)Toward a mechanistic psychology of dialogue (2004)Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)Overcoming Barriers to Student Understanding (2006)A research framework for creative and imitative reasoning (2007)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1974A simplest systematics for the organization of turn-taking for conversation15,528 cited
  • 1992Handbook of research on mathematics teaching and learning6,130 cited
  • 1988Classroom Discourse: The Language of Teaching and Learning3,067 cited
  • 2007Dialogue and the Development of Children's Thinking1,647 cited
  • 1998Approaching Dialogue1,489 cited
  • 2008Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell1,396 cited
  • 1997Theory of didactical situations in mathematics1,386 cited
  • 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,313 cited
  • 2003Meaning Making in Secondary Science Classrooms1,284 cited
  • 1998Conversation Analysis: Principles, Practices and Applications1,212 cited
  • 2010Conversation Analysis: An Introduction1,179 cited
  • 2007Dialogue and the Development of Children's Thinking: A Sociocultural Approach961 cited
  • 1998Approaching Dialogue: Talk, interaction and contexts in dialogical perspectives843 cited
  • 1999Children's Mathematics: Cognitively Guided Instruction

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824 cited
  • 1993Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom575 cited
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