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Full-Text Articles in Education
Dialogic Discourse In Linguistically Diverse Elementary Mathematics Classes: Lessons Learned From Dual Language Classrooms, Mary Truxaw
NERA Conference Proceedings 2015
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.
Mathematics Teachers’ Use Of The Culturally Relevant Cognitively Demanding Mathematics Task Framework And Rubric In The Classroom, Shelly Jones
NERA Conference Proceedings 2015
Because of the increasing diversity in many classrooms as well as the need to make mathematics relevant for all students, it is important for teachers to implement culturally relevant pedagogy, but also challenge students by maintaining the cognitive demand of mathematics tasks. The purpose of this study is to learn best practices for designing and implementing culturally relevant cognitively demanding (CRCD) mathematics tasks and using the CRCD Mathematics Task Rubric (Matthew, L., Jones, S., & Parker, Y.A., 2013) to examine teacher-created tasks. Teachers who chose to participate in the study took a first step in becoming culturally relevant educators.