Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning

By N. Webb, M. Franke, Marsha Ing, Jacqueline Wong, C. Fernandez, Nami Shin, Angela C. Turrou. 2014

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Translating the ICAP Theory of Cognitive Engagement Into Practice (2018, background): “Our definition ignores dimensions such as how detailed the outputs are or how correct and complete they are that others have considered (e.g., Webb et al., 2014; considered details; Webb et al. (2009), considered correctness in students’ explanations).”
Dialogic interactions in the cooperative classroom (2016, background): “In short, over half the total talk in the groups in these two studies (current study and Gillies, 2013) was productive talk or talk that is known to promote learning among students (Webb, 2009; Webb et al., 2014).”
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, background): “, focused on the steps they performed rather than the reasons they performed them), and teachers’ questions can help children make these explanations richer and more complete—a feature of instruction that has been positively linked to student achievement (Webb et al. 2014).”
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom (2015, methodology): “Other practices, derived from the literature on classroom talk and collaboration (e.g., Cobb, 1999; McCrone, 2005; Mercer, 2008; Webb, 2008; Webb et al., 2014), are the need for active listening, explaining and justifying to peers, and building on others’ ideas.”