Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique
By Helle Alrø, O. Skovsmose. 2002
252 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/cc52201437ee1d1ddbd4f717d1415ba71ec6a745
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- M. Gregory
- Alina Reznitskaya
- Evelyn Yanez
- M. Blomhøj
- J. Webster
- S. Clark
- D. Lacy
- Michèle Artigue
Citations in the corpus
- Conceptualizing inquiry-based education in mathematics (2013, methodology): “However, in none of these are the dialogical interactions at the core of the theory, as is the case in the work of Alrø and Skovsmose (2002). From analysing classroom interactions and from theoretical analyses, these researchers have identified elements of dialogue which are necessary for communicat”
- Math in a Cultural Context: Two Case Studies of a Successful Culturally Based Math Project (2005, methodology): “We note that control teachers used IRE-type structures that ensured efficiency in student response patterns when the math curriculum was procedural and supported one correct answer (Alrø and Skovsmose 2002).”
- Ambiguity in the Mathematics Classroom (2005, background): “The ambiguity practices in this text therefore serve to construct a technicist or bureaucratic view of teaching (see, for example, Alrø & Skovsmose, 2002) in which teachers control the delivery of the mathematics curriculum and the language of that curriculum.”
- Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “…supports knowledge creation in a variety of academic disciplines, argument schemas will affect student learning and performance across different school subjects, including language arts, science, and math (Alrø & Skovsmose, 2000; Duschl & Osborne, 2002; Kuhn, 2010; Reznitskaya et al., 2008).”
- Mathematical modelling in classroom: a socio-critical and discursive perspective (2006, methodology): “D’Ambrosio (1999) and AlrØ and Skovsmose (2002) have proposed the notion of matheracy to denote this wider role of school mathematics.”
- Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics (2014, background): “Alrø and Skovsmose (2002) introduce the notion of inquiry co-operation as a particular form of student-teacher interaction when exploring a landscape of investigation.”