Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom

By Ellice Forman, Ellen Ansell. 2002

112 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b902478090658a4c019c9943d043d3ab9d5e8fe1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Dialogic Activity Structures for Project-Based Learning Environments (2004, background): “Building on this insight, a growing number of educators (e.g., Forman & Ansell, 2002; Gordin, Polman, & Pea, 1994; Lehrer, Schauble, Carpenter, & Penner, 2000) have attempted to incorporate more sophisticated uses of inscriptions within inquiry-oriented science and math instruction.”
Role of Positioning: The Role of Positioning in Constructing an Identity in a Third Grade Mathematics Classroom (2009, background): “Seemingly innocuous comments such as “that is logical but not very efficient” or “that’s not something third graders know” may privilege some students and silence others (Forman & Ansell, 2002).”
When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint (2007, background): “The findings in the present study seem to corroborate this claim. course, and those who have agreed to learn show confidence in the leaders’ guidance and are genuinely willing to follow in the expert participants’ discursive footsteps (as documented in research literature, cases of students’ resista”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “In so doing, the teacher sets up symmetry between teachers and students in terms of their respective authority over knowledge construction (Forman & Ansell, 2002).”
Shifting Engagements in Figured Worlds: Middle School Mathematics Students' Participation in an Architectural Design Project (2005, background): “Patrick directed the audience to look at and through the graphs to understand how their values could be used to make a decision about insulation levels (Forman & Ansell, 2002; Hall, 2000; John, Luporini, & Lyon, 1997).”
Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses (2006, background): “Studies of how teachers orchestrate mathematical Discourse suggest that effective teachers develop practices tuned to students’ interpretations of mathematics (e.g., Forman & Ansell, 2002).”
Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups (2006, background): “Drawing on these perspectives, mathematics reform efforts consistently call for balanced and student-centered communication in which students take an active role in classroom discourse (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989; Cobb & Baursfeld, 1995; Forman & Ansell, 2002).”