The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms
文献类型：期刊论文
| 作者 | Schleppenbach, Meg; Perry, Michelle; Miller, Kevin F.; Sims, Linda; Fang, Ge; M. Schleppenbach |
| 刊名 | JOURNAL OF EDUCATIONAL PSYCHOLOGY
 |
| 出版日期 | 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 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/5731]  |
| 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. |
入库方式： OAI收割
来源：心理研究所
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