Interactional practices of inviting minoritized students to whole-class mathematics discussions

Author:

Byun SunghwanORCID

Funder

Michigan State University

Publisher

Springer Science and Business Media LLC

Reference102 articles.

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2. Aukrust, V. G. (2008). Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: Taking the floor or being given the floor? Gender and Education, 20(3), 237–252.

3. Barwell, R. (2013). Discursive psychology as an alternative perspective on mathematics teacher knowledge. ZDM - Mathematics Education, 45(4), 595–606.

4. Battey, D., Neal, R. A., Leyva, L., & Adams-Wiggins, K. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher–student relationships in urban elementary mathematics classrooms. The Journal of Mathematical Behavior, 42, 1–19.

5. Berry, R. Q., III. (2018). Positioning students as mathematically competent. NCTM President’s message, July 26, 2018. Reston, VA: National Council of Teachers of Mathematics. https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Robert-Q_-Berry-III/Positioning-Students-as-Mathematically-Competent/.

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