Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace interaction--examines the nature of mathematical talk and the roles of students, teachers, tasks, and environment in producing it.real in the out-of-school experiences of most children in the classroom, as evidenced by the following exchange: T: Now, we ... T: Well, some places have buses that instead of having just one set of seats like we have seats on our bus they have ... Is it like stairs like a house or do you have to climb up it? ... The top deck has as many as need to get on or the bottom can hold as many as need to Figure 3.4.
|Title||:||Talking Mathematics in School|
|Author||:||Magdalene Lampert, Merrie L. Blunk|
|Publisher||:||Cambridge University Press - 1998-10-13|