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Titlebook: Discourse Analytic Perspectives on STEM Education; Exploring Interactio Juliet Langman,Holly Hansen-Thomas Book 2017 Springer International

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發(fā)表于 2025-3-21 19:12:05 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Discourse Analytic Perspectives on STEM Education
副標題Exploring Interactio
編輯Juliet Langman,Holly Hansen-Thomas
視頻videohttp://file.papertrans.cn/281/280940/280940.mp4
概述Examines conditions that support or hinder diverse learners in employing language as a tool for learning.Focuses on content learning in STEM fields, using comparative data from a range of classroom se
叢書名稱Educational Linguistics
圖書封面Titlebook: Discourse Analytic Perspectives on STEM Education; Exploring Interactio Juliet Langman,Holly Hansen-Thomas Book 2017 Springer International
描述.This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations.?This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.?.
出版日期Book 2017
關鍵詞discourse and learning in mathematics education; texts on mathematical meaning of motion; appropriatio
版次1
doihttps://doi.org/10.1007/978-3-319-55116-6
isbn_softcover978-3-319-85572-1
isbn_ebook978-3-319-55116-6Series ISSN 1572-0292 Series E-ISSN 2215-1656
issn_series 1572-0292
copyrightSpringer International Publishing AG 2017
The information of publication is updating

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“,”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings: legitimate peripheral participation. Cambridge University Press, New York, 1991), and Discourse and discourse analysis (Gee JP, Social linguistics and literacies: ideology in discourses. Routledge, New York, 2008, Gee JP, An introduction to discourse analysis: theory and method. Routledge, New Yor
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Whose Mirror? Cultural Reproduction in Mathematics Word Problemsight manifestations of “normal” that represented a mismatch with their own lived experiences, which by extension, may represent a similar mismatch between the problems and the lived experiences of their students.
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Adaptation and the Language of Learning Science in a Bilingual Classroomducation model on multiple-subject credential K-5 teacher candidates, including bilingual credential and non-bilingual credential teacher candidates. The analysis for this chapter, however, focuses on observational field notes and transcripts of audio-recorded lessons from novice teachers involved i
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Book 2017 learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations.?This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.?.
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https://doi.org/10.1007/978-3-663-13010-9es, and oral discussions). We describe how four pairs of eighth-grade bilingual students interpreted horizontal segments on a distance versus time graph as they answered questions using a story about a bicycle trip. While students shifted between two interpretations (. and .) of the three horizontal
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