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Canadian Journal of Science, Mathematics and Technology Education Volume 9, 2009 - Issue 2
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Articles

Explanations in Mathematics Classrooms: A Discourse Analysis

Indigo Esmonde Ontario Institute for Studies in Education of the University of Toronto, Ontario, Canada
Pages 86-99 | Published online: 23 Jun 2009

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Jillian M. Cavanna, Beth Herbel-Eisenmann & Wee Tiong Seah. (2015) Investigating teachers’ appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse. Research in Mathematics Education 17:3, pages 163-182.
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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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Articles from other publishers (16)

Miya Komori-Glatz & Ute Smit. (2022) Exploratory Interactive Explaining (EXINTEX): Constructing Disciplinary Knowledge in Two Multilingual University Settings. Applied Linguistics 43:2, pages 271-292.
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Klaus Rasmussen & Maria Christina Secher Schmidt. (2022) Together in adidactic situations – Student dialogue during reciprocal peer tutoring in mathematics. International Journal of Educational Research Open 3, pages 100126.
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Anna Sfard. (2021) Taming Fantastic Beasts of Mathematics: Struggling with Incommensurability. International Journal of Research in Undergraduate Mathematics Education.
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Jose Antonio Prieto-Saborit, David Méndez-Alonso, Jose Antonio Cecchini, Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava. (2021) Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths. Sustainability 13:15, pages 8220.
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Nathalie Sinclair. (2021) Time to Spatialise, Transdiscipline and Deconstruct CJSMTE?. Canadian Journal of Science, Mathematics and Technology Education 20:4, pages 657-667.
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Anthony A. Essien. 2020. Multilingual Education Yearbook 2020. Multilingual Education Yearbook 2020 169 191 .
Lynette DeAun Guzmán. (2019) Beyond Hidden Figures: Shining a Spotlight on Constructed Hierarchies of Gender, Age, and Elementary Mathematics. Gender Issues 36:4, pages 392-414.
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Ying‐Chih Chen, Matthew J. Benus & Jaclyn Hernandez. (2019) Managing uncertainty in scientific argumentation. Science Education 103:5, pages 1235-1276.
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Lynn Liao Hodge & Paul Cobb. (2016) Two Views of Culture and Their Implications for Mathematics Teaching and Learning. Urban Education 54:6, pages 860-884.
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Ayush Gupta, Andrew Elby & Brian A. Danielak. (2018) Exploring the entanglement of personal epistemologies and emotions in students’ thinking. Physical Review Physics Education Research 14:1.
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Anthony A. Essien & Jill Adler. 2016. Teaching and Learning Mathematics in Multilingual Classrooms. Teaching and Learning Mathematics in Multilingual Classrooms 173 193 .
David Pimm. (2014) Authority, explanation, contention and register: language data and the surface search for essence. ZDM 46:6, pages 967-976.
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Maria Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck & Anna Wernberg. (2014) Young children’s multimodal mathematical explanations. ZDM 46:6, pages 895-909.
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Giuliano Reis & Richard Barwell. (2012) THE INTERACTIONAL ACCOMPLISHMENT OF NOT KNOWING IN ELEMENTARY SCHOOL SCIENCE AND MATHEMATICS: IMPLICATIONS FOR CLASSROOM PERFORMANCE ASSESSMENT PRACTICES. International Journal of Science and Mathematics Education 11:5, pages 1067-1085.
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Beth A. Herbel-Eisenmann, Michael D. Steele & Michelle Cirillo. (2013) (Developing) Teacher Discourse Moves: A Framework for Professional Development. Mathematics Teacher Educator 1:2, pages 181-196.
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Elcin Emre & Ziya Argun. (2012) Talking About Mathematics: Quadratic Equations. Procedia - Social and Behavioral Sciences 46, pages 5306-5310.
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