Learning opportunities from group discussions: warrants become the objects of debate
By Keith Weber, Carolyn A. Maher, A. Powell, Hollylynne S. Lee. 2008
150 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/a90681bce6c0ed60429016d14be41d1ed0a94761
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
- Megan Wawro
- AnnaMarie Conner
- Chris Rasmussen
- Ryan C. Smith
- George Sweeney
- Renée S. Cole
- Patty Anne Wagner
- Laura Singletary
In Education
- Megan Wawro
- AnnaMarie Conner
- Chris Rasmussen
- Ryan C. Smith
- George Sweeney
- Renée S. Cole
- Patty Anne Wagner
- Laura Singletary
In Statistics and Probability
Citations in the corpus
- Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities (2014, background): “However, many researchers report teacher actions observed at a different grain size, examining things such as establishing norms (e.g., Weber et al., 2008) or focusing or funneling (Wood, 1998).”
- ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, methodology): “For example, Weber et al., (2008) , through analyzing the evolving argumentation of students making and defending decisions about buying dice, illustrated specific ways in which discussion can contribute to learning and offered descriptions of social and environmental conditions that invite product”