EXAMINING MATHEMATICAL DISCOURSE PRACTICES

By Judit Moschkovich. 2007

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc6043fcacc65f46fb2e639503b2b08d7e17b98e

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Citations in the corpus

Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
Appraising lexical bundles in mathematics classroom discourse: obligation and choice (2010, background): “We agree with Oyler (1996): making a statement like that would indicate that authority is something that can be given, instead of recognizing that it is always there.”
Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, unknown): “by Pimm (1987) and others (e.”
Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study (2017, background): “Teachers also take the leading role in creating and maintaining discourse that encourages student thinking and communication (Lampert, 1990; Moschkovich, 2007; Sherin, Mendez, & Louis, 2004).”
Examining individual and collective level mathematical progress (2014, methodology): “Our use of the term “disciplinary practice” is somewhat similar to how Moschkovich (2007) describes “professional discourse practices,” which includes the discourse practices of academic mathematicians.”
A framework for analyzing the collaborative construction of arguments and its interplay with agency (2012, background): “Researchers explain that discourse is dependent upon the social community in which it occurs, has multiple meanings, and involves more than language (Gee, 1996; Moschkovich, 2007).”