Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions
Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions
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利用数学框架中的学术素养来揭示同伴数学讨论中活动的多个方面
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
William Zahner
中科院分区：
文献类型：
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作者：
Judit N. Moschkovich;William Zahner
本文阐述了数学框架中的学术素养（Moschkovich，J Math Behav 40：43-62，2015）如何用于揭示双语学习者在数学讨论中完成的多层次工作。利用这一框架，研究者可以从数学能力、数学实践和数学话语三个方面来考察学生的联合数学活动。通过对两个中学生数学讨论的分析，说明了该框架的使用。我们的结论与反思的效用的框架，并考虑这项工作可能的教学意义。
This paper illustrates how the academic literacy in mathematics framework (Moschkovich, J Math Behav 40:43–62, 2015) can be used to uncover the multiple layers of work bilingual learners accomplish during mathematical discussions. Using this framework allows researchers to examine students’ joint mathematical activity in terms of mathematical proficiency, mathematical practices, and mathematical discourse. The use of the framework is illustrated through analysis of two mathematical discussions among middle school students. We conclude with reflections on the utility of the framework and consider possible pedagogical implications of this work.