“Can any fraction be turned into a decimal?” A case study of a mathematical group discussion

By M. O’Connor. 2001

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1709c833c8cd716a4a97905dcff06630f1c71c76

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis (2003, background): “144), other similarly focused studies have concentrated on group interactions in one or two instructional episodes (e.g., Forman, Larreamendy-Joerns, Stein, & Brown, 1998; O’Connor, 2002; Strom, Kemeny, Lehrer, & Forman, 2001).”
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “…that classroom discourse can support student engagement, understanding, and problem solving in many subject areas, ranging from reading and writing (e.g., Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009) to math and science (e.g., Engle & Conant, 2002; Kazemi & Stipek, 2001; O’Connor, 2001).”
The effect of productive classroom talk and metacommunication on young children's oral communicative competence and subject matter knowledge: An intervention study in early childhood education (2017, background): “Metacommunicative moves In our work on classroom talk, we have added a category to Michaels’ and O’Connor’s set of talk moves: the metacommunicative moves. These moves are pedagogical strategies that teachers can use to explicitly reflect on children’s communicative performance; they support talk ab”
Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “Some of this scholarship has focused on trying to understand the complex dynamics between teachers and students in the mathematics classroom (e.g., Atweh, Bleicher, & Cooper, 1998; Brodie, 2007; Hufferd-Ackles, Fuson, & Sherin, 2004; Moschkovich, 1999, 2007; O'Connor, 2001; Shreyar et al., 2009; Sta”
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013, background): “discussions (Forman, Larreamendy-Joerns, Stein, & Brown, 1998; O’Connor, 2002; O’Connor & Michaels, 1993), while also highlighting the complexity of this practice, particularly in classrooms in which not all students are proficient in the language of instruction (Adler, 1997; Gorgorió & Planas, 2002”