Dialogic Discourse in Linguistically Diverse Elementary Mathematics Classes: Lessons Learned from Dual Language Classrooms
Year: 2015
Type: conference-paper
Abstract: This research investigated discourse in linguistically diverse elementary mathematics classrooms on a continuum from univocal (transmitting meaning) to dialogic (dialogue to construct meaning). Although analysis revealed predominantly univocal discourse in these classrooms, it also uncovered verbal moves and promising practices for supporting English learners with dialogic discourse and mathematical understanding.
Author: Mary P. Truxaw
Institution: University of Connecticut
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2401208896