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Mathematical Thinking and Learning Volume 10, 2008 - Issue 1
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Article

An Investigation of Relationships between Seventh-Grade Students' Beliefs and Their Participation during Mathematics Discussions in Two Classrooms

Amanda Jansen School of Education, University of Delaware, Correspondence[email protected]
Pages 68-100 | Published online: 08 Feb 2008

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Read on this site (6)

Jamie L. W. Wernet. (2017) Classroom Interactions Around Problem Contexts and Task Authenticity in Middle School Mathematics. Mathematical Thinking and Learning 19:2, pages 69-94.
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Karl W. Kosko. (2015) Geometry Students’ Self-Determination and Their Engagement in Mathematical Whole Class Discussion. Investigations in Mathematics Learning 8:2, pages 17-36.
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Karl W. Kosko & Jesse L. M. Wilkins. (2015) Does Time Matter in Improving Mathematical Discussions? The Influence of Mathematical Autonomy. The Journal of Experimental Education 83:3, pages 368-385.
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Cory A. Bennett. (2013) Teachers' Perspectives of Whole-Class Discourse: Focusing on Effective Instruction to Improve Student Learning. Action in Teacher Education 35:5-6, pages 475-488.
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Corey Webel. (2013) High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting. Mathematical Thinking and Learning 15:1, pages 24-57.
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Karl W. Kosko & Jesse L. M. Wilkins. (2012) Students’ Quality of Mathematical Discussion and Their Self-Determination in Mathematics. Investigations in Mathematics Learning 4:3, pages 15-31.
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Articles from other publishers (14)

Carlos Nicolas Gomez Marchant, Stacy R. Jones & Hilary Tanck. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 79 94 .
Carlos Nicolas Gomez Marchant, Hyejin Park, Yuling Zhuang, Jonathan K. Foster & AnnaMarie Conner. (2021) Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation. Journal of Mathematics Teacher Education 24:6, pages 671-699.
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Jesse L. M. Wilkins, Brett D. Jones & Lee Rakes. (2021) Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses. Frontiers in Psychology 12.
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Noreen M. Webb, Marsha Ing, Eric Burnheimer, Nicholas C. Johnson, Megan L. Franke & Joy Zimmerman. (2021) Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving. Education Sciences 11:5, pages 214.
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Kirstin Mulholland. 2021. Early Careers in Education: Perspectives for Students and NQTs. Early Careers in Education: Perspectives for Students and NQTs 77 84 .
Minjung Ryu & Tiffany‐Rose Sikorski. (2019) Tracking a learner's verbal participation in science over time: Analysis of talk features within a social context. Science Education 103:3, pages 561-589.
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Julie Smart & Sandra M. Linder. (2017) Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics. Fields Mathematics Education Journal 3:1.
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Sandra M. Linder, Julie B. Smart & Jennifer Cribbs. (2015) A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students. School Science and Mathematics 115:8, pages 392-403.
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Samuel Otten & Victor M. Soria. (2014) Relationships between students’ learning and their participation during enactment of middle school algebra tasks. ZDM 46:5, pages 815-827.
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Brian Lack, Susan Lee Swars & Barbara Meyers. (2014) Low- and High-Achieving Sixth-Grade Students’ Access to Participation during Mathematics Discourse. The Elementary School Journal 115:1, pages 97-123.
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Eugene Judson. (2013) Development of an Instrument to Assess and Deliberate on the Integration of Mathematics into Student‐Centered Science Learning. School Science and Mathematics 113:2, pages 56-68.
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Karl W. Kosko. (2012) Geometry students’ hedged statements and their self-regulation of mathematics. The Journal of Mathematical Behavior 31:4, pages 489-499.
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Terri Patchen. (2012) Capitalizing on Participation: Latina/o Adolescents and the Classroom Economy. The Urban Review 44:5, pages 511-533.
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Hagar Gal, Fou-Lai Lin & Jia-Ming Ying. (2008) LISTEN TO THE SILENCE: THE LEFT-BEHIND PHENOMENON AS SEEN THROUGH CLASSROOM VIDEOS AND TEACHERS’ REFLECTIONS. International Journal of Science and Mathematics Education 7:2, pages 405-429.
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