Regulation of teacher elicitations in the mathematics classroom

Cognition and Instruction

Volumn 27, Issue 2, 2009, Pages 91-120

  Nathan, Mitchell J ^a   Kim, Suyeon ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68949201532     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370000902797304     Document Type: Article

References (97)

1. Arminen, I. (2005) Institutional interaction-Studies of talk at work. Aldershot: Ashgate.
2. Atkins, S. (1999) Listening to students: The power of mathematical conversations. Teaching Children Mathematics., 5: 289-295.
3. Baker, M. (2007) Intersubjective and intrasubjective rationalities in pedagogical debates: Realising what one really thinks. In B. Schwarz, R. Hershkowitz, & T. Dreyfus (Eds.), Guided construction of knowledge in classrooms (pp. 99-107). Rotterdam, The Netherlands: Sensepublishers.
4. Ball, D. L. (1996) Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77: 500-508.
5. Bloom, B. S. (1956) Taxonomy of educational objectives handbook I: Cognitive domain. New York: McKay.
6. Bloom, B. S. (1987) Taxonomy of educational objectives, Book I: Cognitive domain. New York: Longman.
7. Bruner, J. (1984) Vygotsky's zone of proximal development: The hidden agenda. In B. Rogoff & J. Wertsh (Eds.), Children's learning in the zone of proximal development (pp. 93-97). San Francisco: Jossey-Bass.
8. Bruner, J. (1986) Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
9. Cai, J. and Hwang, S. (2002) Generalized and generative thinking in U. S. and Chinese students' mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21(4): 401-421.
10. Cazden, C. B. (1988) Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
11. Chin, C. (2007) Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6): 815-843.
12. Cobb, P. (1995) Cultural tools and mathematical learning: A case study. Journal for Research in Mathematics Education, 26: 362-385.
13. Cobb, P. (2000) Conducting teaching experiments in collaboration with teachers. In A. E. Kelly & R. A. Lesh (Eds.), Research design in mathematics and science education (pp. 308-334). Mahwah, NJ: LEA.
14. Cobb, P., Stephan, M., McClain, K. and Gravemeijer, K. (2001) Participating in classroom mathematical practices. Journal of the Learning Sciences, 10: 113-164.
15. Cobb, P. and Bowers, J. S. (1999) Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2): 4-15.
16. Cobb, P., Wood, T. and Yackel, E. (1993) Discourse, mathematical thinking and classroom practice. In E. Forman, N. Minick, & C. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 91-119). New York: Oxford University Press.
17. Cognition and Technology Group at Vanderbilt (1997) The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Erlbaum.
18. Donato, R. (2000) Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). New York: Oxford University Press.
19. Drew, P. (1991) Asymmetries of knowledge in conversational interactions. In I.Markova & K. Foppa (Eds.), Asymmetries in dialogue (pp. 21-48). Hemel Hemstead: Harvester Wheatsheaf.
20. Drew, P. and Heritage, J. (1992) Talk at work: Interaction in institutional settings. Cambridge, England: Cambridge University Press.
21. Drummond, K. and Hopper, R. (2003) Acknowledgement tokens in series. Communication Reports, 6: 47-53.
22. Ellis, A. B. (2007) A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations. Journal of the Learning Sciences, 16(2): 221-262.
23. Gal'perin, P. Y. (1969) Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary soviet psychology (pp. 249-273). New York: Basic Books.
24. Gee, J. P. (2005) An introduction to discourse analysis: Theory and method (2nd ed.). London: Routledge.
25. Greenleaf, C. and Freedman, S. W. (1993) Linking classroom discourse and classroom content: Following the trail of intellectual work in a writing lesson. Discourse Processes, 16(4): 465-505.
26. Greeno, J. G. and MacWhinney, B. (2006) Learning as perspective taking: Conceptual alignment in the classroom. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the international conference on the learning sciences (pp. 930-931). Mahwah, NJ: Erlbaum.
27. Guk, I. and Kellogg, D. (2007) The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3): 281-299.
28. Hatano, G. and Inagaki, K. (1991) Sharing cognition through collective comprehension activity. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348) Washington, DC: American Psychological Association.
29. Heritage, J. (1984a) Garfinkel and ethnomethodology. Cambridge, UK: Polity Press.
30. Heritage, J. (1984b) A change-of-state token and aspects of its sequential placement. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 299-345). Cambridge, UK: Cambridge University Press.
31. Hufferd-Ackles, K., Fuson, K. C. and Sherin, M. G. (2004) Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 3(2): 81-116.
32. Hutchby, I. (1996) Power in discourse: The case of arguments on a British talk radio show. Discourse & Society, 7(4): 481-497.
33. Inhelder, B. and Piaget, J. (1958) The growth of logical thinking: From childhood to adolescence. London: Routledge & Kegan Paul.
34. Jones, B. F., Palincsar, A. S., Ogle, D. and Carr, E. (1987) Strategic teaching and learning: Cognitive instruction in context areas. Alexandria, VA: Association for Supervision and Curriculum Development.
35. Kaplan, D. (in press). Causal inference in non-experimental educational policy research. In G. Sykes, B. Schneider, & D. Plank (Eds.), Handbook of education policy research. New York: Taylor & Francis Group.
36. Kawanaka, T. and Stigler, J. W. (1999) Teachers' use of questions in eighth-grade mathematics classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learning, 1(4): 255-278.
37. Koshik, I. (2005) Alternative questions used in conversational repair. Discourse Studies, 7(2): 193-211.
38. Lantolf, J. P. (2000) Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). New York: Oxford University Press.
39. Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
40. Lehrer, R., Strom, D. and Confrey, J. (2002) Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition and Instruction, 20: 359-398.
41. Leinhardt, G. (1986) Expertise in mathematics teaching. Educational Leadership, 43(7): 28-33.
42. Lerman, S. (2001) Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46: 87-113.
43. Lyster, R. (1998) Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1): 51-81.
44. Lyster, R. and Ranta, L. (1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1): 37-66.
45. Mackie, J. L. (1980) The cement of the universe: A study of causation. Oxford, UK: Oxford University Press.
46. Matusov, E. (1996) Intersubjectivity without agreement. Mind, Culture, and Activity, 3: 25-45.
47. McCormick, D. and Donato, R. (2000) Teacher questions as scaffolded assistance in an ESL classroom. In J. K. Hall & L. S. Verplaeste (Eds.), Second and foreign language learning through classroom interaction (pp. 183-202). Mahwah, NJ: Lawrence Erlbaum.
48. McHoul, A. (1978) The organization of turns at formal talk in the classroom. Language in Society, 7: 182-213.
49. Mehan, H. (1979) Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
50. Nassaji, H. and Wells, G. (2000) What's the use of 'triadic dialogue'?: An investigation of teacher-student interaction. Applied Linguistics, 21(33): 376-406.
51. Nasir, N. and Saxe, G. (2003) Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5): 14-18.
52. Nathan, M. J., Eilam, B. and Kim, S. (2007) To disagree, we must also agree: How intersubjectivity structures and perpetuates discourse in a mathematics classroom. Journal of the Learning Sciences, 16(4): 525-565.
53. Nathan, M. J. and Kim, S. (2006) How teacher use of mitigated feedback promotes classroom learning. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
54. Nathan, M. and Knuth, E. (2003) A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2): 175-207.
55. Nathan, M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W. and Koedinger, K. R. (2002) Representational fluency in middle school: A classroom study. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 462-472). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.
56. National Council of Teachers of Mathematics (1991) Curriculum and evaluation standards for school mathematics, Reston, VA.
57. National Council of Teachers of Mathematics (2000) Principles and standards for school mathematics. Reston, VA.
58. National Research Council (2000) How people learn: Brain, mind, experience, and school (Expanded ed.) (J. D. Bransford, A. Brown, & R. Cocking, Eds.). Washington, DC: National Academies Press.
59. National Research Council (2005) How students learn: History, mathematics and science in the classroom (M. S. Donovan & J. D. Bransford, Eds.). Washington, DC: National Academies Press.
60. Nyikos, M. and Hashimoto, R. (1997) Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. Modern Language Journal, 81: 506-517.
61. Nystrand, M., Gamoran, A., Kachur, R. and Prendergast, C. (1997) Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
62. Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S. and Long, D. A. (2003) Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2): 135-199.
63. Panova, I. and Lyster, R. (2002) Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4): 573-595.
64. Piaget, J. (2001) Studies in reflecting abstraction (R. L. Campbell, Trans.). New York: Psychology Press.
65. Rittenhouse, P. S. (1998) The teachers' role in mathematical conversation: Stepping in and out. In M. Lampert & M. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 163-189). Cambridge, MA: Cambridge University Press.
66. Roth, W. M. (1996) Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33: 709-736.
67. Sacks, H., Schegloff, E. A. and Jefferson, G. (1974) A simplest systematics for the organization of turn-taking for conversation. Language, 50(4): 696-735.
68. Schegloff, E. A. (2007) Sequence irganization in interaction: A primer in conversation analysis. Cambridge, UK: Cambridge University Press.
69. Schegloff, E. and Sacks, H. (1973) Opening up closings. Semiotica, 8: 289-327.
70. Schultz, J., Erickson, F. and Florio, S. (1982) Where's the floor? Aspects of the cultural organization of social relationships in communication at home and in school. In P. Gilmore and A. A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 88-123). Washington, DC: Center for Applied Linguistics.
71. Scollon, R. (1976) Conversations with a one year old: A case study of the developmental foundation of syntax. Honolulu: University Press of Hawaii.
72. Sfard, A. (1995) The development of algebra: Confronting historical and psychological perspectives. Journal of Mathematical Behavior, 14: 15-39.
73. Sfard, A. (2007) When the rules of discourse change, but nobody tells you-the case of a class learning about negative numbers. Journal of the Learning Science, 16(4): 565-613.
74. Sinclair, J. M. and Coulthard, R. M. (1975) Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
75. Slobin, D. I. (1996) From 'thought and language' to 'thinking for speaking.' In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 70-96). Cambridge, UK: Cambridge University Press.
76. Swain, M. (2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). New York: Oxford University Press.
77. Takahashi, E., Austin, T. and Morimoto, Y. (2000) Social interaction and language development in a FLES classroom. In J. H. Kelly & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 139-159). Mahwah, NJ: Lawrence Erlbaum.
78. Talyzina, N. (1981) The psychology of learning. Moscow: Progress Press.
79. Tharp, R. G. and Gallimore, R. (1991) The instructional conversation: Teaching and learning in social activity. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
80. Verplaetse, L. S. (2000) Mr. Wonderful: Portrait of a dialogic teacher. In J. K. Hall & L. S. Verplaeste (Eds.), Second and foreign language learning through classroom interaction (pp. 221-242). Mahwah, NJ: Lawrence Erlbaum.
81. Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
82. Vygotsky, L. S. (1987) Thinking and speech. New York: Plenum.
83. Walsh, J. A. and Sattes, B. D. (2005) Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.
84. Webb, N. M., Nemer, K. M. and Ing, M. (2006) Small-group reflections: Parallels between teacher discourse and student behavior in peer-directed groups. Journal of the Learning Sciences, 15(1): 63-119.
85. Wells, G. (1993) Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5: 1-38.
86. Wells, G. (1999) Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
87. Wells, G. (2000) Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp. 51-85). New York: Cambridge University Press.
88. Wells, G. and Arauz, R. M. (2006) Dialogue in the classroom. Journal of the Learning Sciences, 15(3): 379-428.
89. Wertsch, J. V. (1979) From social interaction to higher psychological processes: A clarification and application of Vygotsky's theory. Human Development, 22(11): 1-22.
90. Wertsch, J. V. (1991) Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
91. Wertsch, J. V. (1994) The primacy of mediated action in a sociocultural approach in psychology. Mind, Culture, and Activity: An Interactional Journal, 1(4): 202-208.
92. Wertsch, J. V. (1995) The need for action in sociocultural research. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 56-74). New York: Cambridge University Press.
93. Wertsch, J. V. (1998) Mind as action. New York: Oxford University Press.
94. Wertsch, J. V. and Toma, C. (1995) Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159-174). Hilldale, NJ: Erlbaum.
95. Williams, S. and Baxter, J. (1996) Dilemmas of discourse oriented teaching in one middle school mathematics classroom. The Elementary School Journal, 97: 21-38.
96. Yackel, E. and Cobb, P. (1996) Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27: 458-477.
97. Yip, D. Y. (2004) Questioning skills for conceptual change in science instruction. Journal of Biological Education, 38(2): 76-83.