“Just don’t”: The suppression and invitation of dialogue in the mathematics classroom

By D. Wagner, Beth Herbel-Eisenmann. 2008

60 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7a32a3a5e6c0781f1005eea18e40d33f27047173

How researchers see this paper

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

In Education

1. Beth Herbel-Eisenmann
2. D. Wagner

In Language and Linguistics

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

Citations in the corpus

• Re-mythologizing mathematics through attention to classroom positioning (2009, background): “(p. 126) – Evans did 2 In our earlier work, we have drawn attention to linguistic structure that obscures the significant people within the mathematics register (Herbel-Eisenmann and Wagner, 2007; Wagner and Herbel-Eisenmann, 2008; Herbel-Eisenmann, 2007; Wagner 2007).”
• Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “Cirillo, 2008; Herbel-Eisenmann & Cirillo, 2009; Herbel-Eisenmann & Cirillo, 2009; Herbel-Eisenmann & Otten, in review; Males, 2009; Males, Otten, & Herbel-Eisenmann, 2010; Otten & Herbel-Eisenmann, 2009; Wagner & Herbel-Eisenmann, 2008 ).”