Specifically, I investigated two theoretically significant constructs reflected in teacher's follow-up moves--responsiveness and intellectual work. Responsiveness is an attempt to understand what another is thinking displayed in how she builds, questions, clarifies, takes up or probes that which another says. Intellectual work reflects the cognitive work requested from students with a given turn of talk.It goes up (Traces position-time graph projected on board, an inverted aVa, w/ her finger.) But now, ita#39;s going down. Okay ita#39;s going down. So remember that. When youa#39;re going up the speed is a slope. But now the line is going down. So guessanbsp;...
|Title||:||The Relationship Between Patterns of Classroom Discourse and Mathematics Learning|
|Author||:||Jessica Lynn Pierson|
|Publisher||:||ProQuest - 2008|