The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms

CORC > 心理研究所 > 中国科学院心理研究所 > 中国科学院心理研究所回溯数据库(1956-2010)

	The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms
	Schleppenbach, Meg ; Perry, Michelle ; Miller, Kevin F.; Sims, Linda ; Fang, Ge ; M. Schleppenbach
刊名	JOURNAL OF EDUCATIONAL PSYCHOLOGY
	2007-05-01
卷号	99 期号:2 页码:380-396
关键词	classroom discourse elementary mathematics learning Chinese and US elementary classrooms
ISSN号	0022-0663
文献子类	Article
英文摘要	The authors investigated the use of a particular discourse practice--continued questioning and discussion after a correct answer was provided, which they called extended discourse--and examined the frequency and content of this practice in 17 Chinese and 14 U.S. elementary mathematics classes. They found that the Chinese classrooms had more, and spent more time in, extended discourse than did the U.S. classrooms. The content of these episodes differed: The Chinese classrooms focused more on rules and procedures than did the U.S. classrooms, whereas the U.S. classrooms focused more on computation than did the Chinese classrooms. These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S. reforms in mathematics pedagogy.; The authors investigated the use of a particular discourse practice--continued questioning and discussion after a correct answer was provided, which they called extended discourse--and examined the frequency and content of this practice in 17 Chinese and 14 U.S. elementary mathematics classes. They found that the Chinese classrooms had more, and spent more time in, extended discourse than did the U.S. classrooms. The content of these episodes differed: The Chinese classrooms focused more on rules and procedures than did the U.S. classrooms, whereas the U.S. classrooms focused more on computation than did the Chinese classrooms. These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S. reforms in mathematics pedagogy.
学科主题	教育心理学
语种	英语
WOS记录号	WOS:000246419900012
公开日期	2011-08-22
内容类型	期刊论文
源URL	[http://ir.psych.ac.cn/handle/311026/5732]
专题	心理研究所_中国科学院心理研究所回溯数据库(1956-2010)
通讯作者	M. Schleppenbach
作者单位	1.Univ Illinois, Dept Educ Psychol, Champaign, IL 61820 USA 2.Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA 3.Chinese Acad Sci, Inst Psychol, Beijing 100864, Peoples R China
推荐引用方式 GB/T 7714	Schleppenbach, Meg,Perry, Michelle,Miller, Kevin F.,et al. The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY,2007,99(2):380-396.
APA	Schleppenbach, Meg,Perry, Michelle,Miller, Kevin F.,Sims, Linda,Fang, Ge,&M. Schleppenbach.(2007).The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms.JOURNAL OF EDUCATIONAL PSYCHOLOGY,99(2),380-396.
MLA	Schleppenbach, Meg,et al."The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms".JOURNAL OF EDUCATIONAL PSYCHOLOGY 99.2(2007):380-396.