Teaching Children How to Use Language to Solve Maths Problems

By Neil Mercer, Claire Sams. 2006

333 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/91c9e3b549bbca52032c2a48f766427d74d48e76

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations (2013, background): “…(Creemers & Kyriakides, 2008; Scheerens & Bosker, 1997; Webb et al., 2009) and promoting the development of children’s language skills for reasoning (Mercer & Sams, 2006), and (2) indicating the possibilities of training students to cooperate and work in groups (Baines, Rubie-Davies, & Blatchford,…”
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011, background): “Training children to use this form of talk has been found to have a positive effect on their learning (Mercer and Sams 2006; Mercer et al. 2004).”
A systematic review of teacher guidance during collaborative learning in primary and secondary education (2019, background): “In the studies by Groenke (2007), and Mercer and Sams (2006), on the other hand, the teacher restricts students' freedom in the content space, thereby reducing students’ suggestions and responses.”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “…of opinion has been shown repeatedly to support both academic attainment and general reasoning (e.g., Anderson, Howe, Soden, Halliday, & Low, 2001; Fung & Howe, 2014; Howe et al., 2007; Jurkowski & Hänze, 2015; Mercer, Dawes, Wegerif, & Sams, 2004; Mercer & Sams, 2006; Reznitskaya et al., 2009).”
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2014, background): “Mercer and Sams (2006) argues that there are two main kinds of interaction in which spoken language can be related to the learning of mathematics; teacher-led interaction with pupils and peer group interaction.”
The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis (2008, positive): “1 These all come from a series of lessons recorded in one primary classroom in southeast England over a period of 4 months as part of a recent project on talk and collaborative activity in science and math education in which several schools were involved (as reported in more detail in Dawes, 200”