Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms

By Amanda Jansen. The Elementary school journal, 2006

58 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1be5f903bbe3d18f9dfade8ad023c28547e98857

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Beth Herbel-Eisenmann
2. D. Wagner
3. Viviana Cortes
4. Douglas Biber
5. Paul Baker
6. Yu-Hua Chen
7. Tatiana Nekrasova
8. Bethany Gray

In Education

1. Beth Herbel-Eisenmann
2. D. Wagner

In Experimental and Cognitive Psychology

1. Beth Herbel-Eisenmann
2. D. Wagner
3. Viviana Cortes

Citations in the corpus

• Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “Other researchers have interviewed students about issues related to classroom discourse and have set this alongside an analysis of classroom discourse (e.g., Jansen, 2006; Wagner, 2007).”
• Motivation and Achievement of Middle School Mathematics Students (2017, background): “Student attitudes, beliefs, and social concerns can either help or hinder both participation and performance, particularly in discussion-based classrooms (Jansen, 2006).”