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The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms
Schleppenbach, Meg; Perry, Michelle; Miller, Kevin F.; Sims, Linda; Fang, Ge; M. Schleppenbach
2007-05-01
Source PublicationJOURNAL OF EDUCATIONAL PSYCHOLOGY
ISSN0022-0663
SubtypeArticle
Volume99Issue:2Pages:380-396
AbstractThe authors investigated the use of a particular discourse practice--continued questioning and discussion after a correct answer was provided, which they called extended discourse--and examined the frequency and content of this practice in 17 Chinese and 14 U.S. elementary mathematics classes. They found that the Chinese classrooms had more, and spent more time in, extended discourse than did the U.S. classrooms. The content of these episodes differed: The Chinese classrooms focused more on rules and procedures than did the U.S. classrooms, whereas the U.S. classrooms focused more on computation than did the Chinese classrooms. These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S. reforms in mathematics pedagogy.; The authors investigated the use of a particular discourse practice--continued questioning and discussion after a correct answer was provided, which they called extended discourse--and examined the frequency and content of this practice in 17 Chinese and 14 U.S. elementary mathematics classes. They found that the Chinese classrooms had more, and spent more time in, extended discourse than did the U.S. classrooms. The content of these episodes differed: The Chinese classrooms focused more on rules and procedures than did the U.S. classrooms, whereas the U.S. classrooms focused more on computation than did the Chinese classrooms. These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S. reforms in mathematics pedagogy.
Keywordclassroom discourse elementary mathematics learning Chinese and US elementary classrooms
Subject Area教育心理学
Indexed ByISSHP ; SSCI
Language英语
WOS IDWOS:000246419900012
Citation statistics
Cited Times:16[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/5731
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorM. Schleppenbach
Affiliation1.Univ Illinois, Dept Educ Psychol, Champaign, IL 61820 USA
2.Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA
3.Chinese Acad Sci, Inst Psychol, Beijing 100864, Peoples R China
Recommended Citation
GB/T 7714
Schleppenbach, Meg,Perry, Michelle,Miller, Kevin F.,et al. The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY,2007,99(2):380-396.
APA Schleppenbach, Meg,Perry, Michelle,Miller, Kevin F.,Sims, Linda,Fang, Ge,&M. Schleppenbach.(2007).The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms.JOURNAL OF EDUCATIONAL PSYCHOLOGY,99(2),380-396.
MLA Schleppenbach, Meg,et al."The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms".JOURNAL OF EDUCATIONAL PSYCHOLOGY 99.2(2007):380-396.
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