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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32371

Title: Explanations in mathematics classrooms: A discourse analysis
Authors: Esmonde, Indigo
Keywords: mathematics education
discourse analysis
identity
explanation
secondary mathematics
Issue Date: Jun-2009
Publisher: Taylor & Francis (Routledge)
Citation: Esmonde, I. (2009). Explanations in mathematics classrooms: A discourse analysis. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 86-99. doi:10.1080/14926150902942072
Abstract: This article focuses on student explanations as a discourse practice central to mathematics teaching and learning. I discuss classrooms as hybrid discourse spaces and focus on how talk is used to accomplish social action. In doing so, I contrast several different social and sociomathematical norms for explanation and suggest that students’ choices of discourse practices position them within the classroom. Further, I caution educators against assuming that complete and detailed explanations are always best to support student learning. I discuss how explanations that are coconstructed by several students can actually support joint engagement in mathematical work and help peers stay “on the same page” while avoiding hierarchical positioning.
URI: http://www.tandfonline.com/doi/abs/10.1080/14926150902942072
http://hdl.handle.net/1807/32371
ISSN: 1492-6156 (Print)
1942-4051 (Online)
Appears in Collections:Faculty (CTL)

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