The multiple voices of a mathematics classroom community
By Ellice Forman, Ellen Ansell. 2001
107 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/bcd2fb3d68e81ae12d071993b25d589c439b296d
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
- Yukari Yamakawa
- Susan B. Empson
- Randi A. Engle
- Ellen Ansell
- Ellice Forman
- Núria Planas
- Núria Gorgorió
- Margaret Walshaw
In Education
- Yukari Yamakawa
- Susan B. Empson
- Randi A. Engle
- Ellice Forman
- Ellen Ansell
- Núria Planas
- Núria Gorgorió
- Margaret Walshaw
Citations in the corpus
- Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom (2006, background): “This can be accomplished by frequently making references to both past contexts and imagined future ones (Cole, 1996; Forman & Ansell, 2001).”
- Role of Positioning: The Role of Positioning in Constructing an Identity in a Third Grade Mathematics Classroom (2009, methodology): “Mrs. Porter was quite articulate about the long-term influence of the conventional storyline in mathematics education on her own identity as a learner and we believe its effect could be seen in her classroom many years later (Forman & Ansell, 2001).”
- Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis (2003, background): “According to Forman and Ansell (2001) , in classrooms where revoicing is used, “there is a greater tendency for students to provide the explanations… and for the teacher to repeat, expand, recast, or translate student explanations for the speaker and the rest of the class” (p. 119).”
- Are different students expected to learn norms differently in the mathematics classroom? (2004, background): “In classroom discourse, the teacher is the main socio-cultural mediator of the participation and learning processes ( Forman & Ansell, 2001 ).”
- Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Group or partner arrangements are useful not only for enhancing engagement but also for exchanging and testing ideas and generating a higher level of thinking (Ding, Li, Piccolo, & Kulm, 2007).”
- An evaluation of the Supplemental Instruction programme in a first year calculus course (2008, background): “Current research also suggest that students should to be given an opportunity to develop personal initiative and responsibility, to acquire adaptable problem-posing and -solving skills, and to increase their ability to work collaboratively with others [22,23].”