Children's Mathematical Thinking in Different Classroom Cultures

By T. Wood, Gaye Williams, B. McNeal. 2006

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The relationship between patterns of classroom discourse and mathematics learning (2008, background): “, 2006); providing explanations and justifications (Graesser & Person, 1994; Hiebert & Wearne, 1993; Kawanaka & Stigler, 1999; Wood et al., 2006); problem posing and generating stories or conjectures (Hiebert & Wearne, 1993; Stein et al.”
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2014, background): “Such hints ‘essentially removed the mathematical challenge or complexity of the problem’ (Wood et al., 2006, p. 234).”
Participation of non-dominant students in argumentation in the mathematics classroom (2015, background): “Considerable evidence (e.g. Lampert 2001; Manouchehri and St John 2006; Wood, Williams, and McNeal 2006) illustrates the beneficial effects of students articulating their mathematical reasoning, and inquiring and challenging the reasoning of others.”
A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics (2011, background): “Furthermore, the ability to orchestrate a class discussion characterized by an inquiry/argumentation classroom culture (Wood et al., 2006) relies on a teacher’s ability to interpret and assess student contributions in the moment to steer the discourse productively.”