182
Views
22
CrossRef citations to date
0
Altmetric
Articles

Analyzing coherence for conceptual learning in a Grade 2 numeracy lesson

&
Pages 21-33 | Published online: 05 Jul 2012

References

  • Andrews , P. 2009 . Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes . Educational Studies in Mathematics , 71 : 97 – 112 .
  • Anghileri , J. 2006 . Teaching Number Sense , 2nd edition , London : Continuum International Publishing Group .
  • Ball , D.L. & Bass , H. 2003 . Toward a practice-based theory of mathematical knowledge for teaching . Paper presented at the 2002 Annual Meeting of the Canadian Mathematics Education study group, Edmonton .
  • Chafe , W.L. 1976 . “ Givenness, contrastiveness, definiteness, subjects and topics ” . In Subject and Topic , Edited by: Li , C.N. 25 – 55 . Academic Press .
  • Ensor , P. , Hoadley , U. , Jacklin , H. , Kuhne , C. , Schmitt , E. Lombard , A. 2009 . Specialising pedagogic text and time in Foundation Phase numeracy classrooms . Journal of Education , 47 : 5 – 30 .
  • Halliday , M.A.K. and Hasan , R. 1985 . Language, context, and text: Aspects of language in a social- semiotic perspective , Deakin University Press .
  • Geelong Victoria , : Halliday M.A. . & Hasan , R. 1991 . Language, context and text: Aspects of language in a social-semiotic perspective . Oxford : Oxford University Press .
  • Kilpatrick , J. , Swafford , J. and Findell , B. 2001 . Adding it up: Helping children learn mathematics , Washington , D.C : National Academy Press .
  • Marton , F. and Booth , S. 1997 . Learning and Awareness , Mahwah , New Jersey : Lawrence Erlbaum Associates .
  • Marton , F. & Morris , P. 2002 . What Matters? Discovering critical conditions of classroom learning . Goteburg : Acta Universitatis Gothoburgensis .
  • Marton , F. , Runesson , U. and Tsui , A.B.M. 2004 . “ The space of learning ” . In Classroom discourse and the space of learning , Edited by: Marton , F. and Tsui , A.B.M. 3 – 40 . Mahwah , New Jersey : Lawrence Erlbaum Associates .
  • Mason , J. and Johnston-Wilder , S. 2004 . Designing and using mathematical tasks , Milton Keynes : The Open University .
  • Mercer , N. 1995 . The guided construction of knowledge , Clevedon : Multilingual Matters Ltd .
  • Mercer , N. 2000 . Words and Minds: How we use language to think together , London : Routledge .
  • Mitchell , J. 1984 . “ Typicality and the Case Study ” . In Ethnographic Research: A guide to Analyzing coherence for conceptual learning in a Grade 2 numeracy lesson conduct , Edited by: Ellen , R.F. 238 – 241 . Waltham , MA : Academic Press .
  • Schollar , E. 2008 . Final Report: The primary mathematics research project 2004–2007 Towards evidence-based educational development in South Africa , Johannesburg : Eric Schollar & Associates .
  • Scott , P. , Mortimer , E. and Ametller , J. 2011 . Pedagogical link-making: a fundamental aspect of teaching and learning scientific conceptual knowledge . Studies in Science Education , 47 ( 1 ) : 3 – 36 .
  • Sfard , A. 2008 . Thinking as communicating , Cambridge : Cambridge University Press .
  • Watson , A. and Mason , J. 2006a . Seeing an exercise as a single mathematical object: Using variation to structure sense-making . Mathematical thinking and learning , 8 ( 2 ) : 91 – 111 .
  • Watson , A. and Mason , J. 2006b . Variation and mathematical structure . Mathematics Teaching (incorporating Micromath) , 194 : 3 – 5 .
  • Wertsch , J.V. and Minick , N. 1990 . “ Negotiating sense in the zone of proximal development ” . In Promoting cognitive growth over the lifespan , Edited by: Schwebel , M. , Maher , C. and Fagley , N. 71 – 88 . Hillsdale , NJ : Lawrence Erlbaum .
  • Wright , R.J. , Martland , J. and Stafford , A. K. 2006 . Early numeracy: Assessment for teaching and intervention , London : Sage Publications .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.