Geometry Students’ Self-Determination and Their Engagement in Mathematical Whole Class Discussion

References

• Alderman, M. K. (2008). Motivation for achievement: Possibilities for teaching and learning (3rd ed.). New York: Rougledge.
   Google Scholar
• Alro, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Boston, MA: Kluwer Academic Publishers.
   Google Scholar
• Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in mathematics, 70(2), 97-109.
   Web of Science ®Google Scholar
• Bartolini Bussi, M. G. (1996). Mathematical discussion and perspective drawing in primary school: To Giovanni Prodi on occasion of his 70th birthday. Educational Studies in Mathematics, 31(1/2), 11-41.
   Google Scholar
• Bloome, D., Power Carter, S., Morton Christian, B., Otto, S., & Shurat-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy—A microethnographic perspective. Mahwah, NJ: Lawerence Erlbaum Associates, Publishers.
   Google Scholar
• Brown, R., & Hirst, E. (2007). Developing an understanding of the mediating role of talk in the elementary mathematics classroom. Journal of Classroom Interaction, 41/42(2/1), 18-28.
   Google Scholar
• Craig, R. T., & Sanusi, A. L. (2003). “So, what do you guys think”: Think talk and process in student-led classroom discussion. In P. J. Glenn, C. D. LeBaron, & J. Mandelbaum (Eds.), Studies in language and social interaction (pp. 103-118). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604.
   Web of Science ®Google Scholar
• D’Ambrosio, B., Johnson, H., & Hobbs, L. (1995). Strategies for increasing achievement in mathematics. In R. W. Cole (Ed.), Educating everybody’s children: Diverse teaching strategies for diverse learners (121-138). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2008). Basic psychological needs scales. Retrieved from http://www.psych.rochester.edu/SDT/measures/needs_scl.html
   Google Scholar
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.
   Web of Science ®Google Scholar
• Fey, J. T. (1970). Patterns of verbal communication in mathematics classes. New York: Teachers College Press.
   Google Scholar
• Gadanidas, G., Kotsopoulos, D., & Guembel, K. W. (2006). Factors effecting middle school teachers’ choice of authoritative discourse in teaching mathematics. In S. Alatorre, J. L. Cortina, M. Saiz, & A. Mendez (Eds.). Proceedings of the 28^th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics & Education. Merida, Yucatan, Mexico.
   Google Scholar
• Goos, M. (1995). How do you know when you understand? Using explanation to monitor and construct mathematical understanding. Paper presented at the Postgraduate Research Conference Commemorating 50 Years of Educational Studies at the University of Queensland, Brisbane, Queensland, Australia.
   Google Scholar
• Goos, M. (2002). Understanding metacognitive failure. Journal of Mathematical Behavior, 21, 283-302.
   Google Scholar
• Hancewicz, E. (2005). Discourse in the mathematics classroom. In J. M. Kenney (Ed.), Literacy strategies for improving mathematics instruction (pp. 72 – 86). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Herbel-Eisenmann, B., & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75, 43-63.
   Web of Science ®Google Scholar
• Hiebert, J., Stigler, J. W., Jacobs, J. K., Givven, K. B., Garnier, H., Smith, M., Hollingsworth, H., Manaster, A., Wearne, D., & Gallimore, R. (2005). Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 video study. Educational Evaluation and Policy Analysis, 27(2), 111-132.
   Web of Science ®Google Scholar
• Hoffman, A. J. (2004). Motivational beliefs and goals of middle school students in discussion-oriented classrooms. Paper presented at the North American Chapter of the International Group for the Psycholgoy of Mathematics Education, Toronto, Ontario, Canada.
   Google Scholar
• Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.
   Web of Science ®Google Scholar
• Jansen, A. (2006). Seventh graders’ motivations for participating in two discussion-oriented mathematics classrooms. The Elementary School Journal, 106(5), 409-428.
   Web of Science ®Google Scholar
• Jansen, A. (2008). An investigation of relationships between seventh-grade students’ beliefs and their participation during mathematics discussions in two classrooms. Mathematical Thinking & Learning, 10(1), 68-100.
   Google Scholar
• Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429-442.
   Web of Science ®Google Scholar
• Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59-80.
   Web of Science ®Google Scholar
• Kitchen, R. S. (2004). Challenges associated with developing discursive classrooms in high-poverty, rural schools. Mathematics Teacher, 97(1), 28-31.
   Google Scholar
• Kosko, K. W. (2012). Geometry students’ hedged statements and their selfregulation of mathematics. The Journal of Mathematical Behavior, 31(4), 489-499.
   Google Scholar
• Kosko, K. W. (2014). What students say about their mathematical thinking when they listen. School Science and Mathematics, 114(5), 214-223.
   Google Scholar
• Kosko, K. W. & Wilkins, J. L. M. (2012) Students’ quality of mathematical discussion and their self-determination in mathematics. Investigations in Mathematics Learning, 4(3), 15-30.
   Google Scholar
• Kosko, K. W. & Wilkins, J. L. M. (2015). Does time matter in the growth of student-reported engagement in mathematical discussions? The influence of mathematical autonomy. Journal of Experimental Education, 83(3), 368-385.
   Web of Science ®Google Scholar
• Kotsopoulos, D. (2008). Beyond teachers’ sight lines: Using video modeling to examine peer discourse. Mathematics Teacher, 101(6), 468-472.
   Google Scholar
• Krummheuer, G. (2007). Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductions. Journal of Mathematical Behavior, 26, 60-82.
   Google Scholar
• Lo, J. J., Wheatley, G. H., & Smith, A. C. (1994). The participation, beliefs, and development of arithmetic meaning of a third-grade student in mathematics class discussions. Journal for Research in Mathematics Education, 25(1), 30-49.
   Google Scholar
• Lotman, Y. (1988). Text within a text. Soviet Psychology, 24, 32-51.
   Google Scholar
• McGraw, R. H. (2002). Facilitating whole-class discussion in secondary mathematics classrooms (Doctoral dissertation). Indiana University, Bloomington, IN.
   Google Scholar
• Mendez, E. P., Sherin, M. G., & Louis, D. A. (2007). Multiple perspectives on the development of an eighth-grade mathematical discourse community. The Elementary School Journal, 108(1), 41-61.
   Web of Science ®Google Scholar
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• O’Halloran, K. L. (2000). Classroom discourse in mathematics: A multisemiotic analysis. Linguistics and Education, 10(3), 359-388.
   Google Scholar
• Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236.
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
   PubMed Web of Science ®Google Scholar
• Ryve, A. (2011). Discourse research in mathematics education: A critical evaluation of 108 journal articles. Journal for Research in Mathematics Education, 42(2), 167-198.
   Web of Science ®Google Scholar
• Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly, 23(2), 139-159.
   Google Scholar
• Sfard, A. (2007). When the rules of discourse change, but nobody tells you—The case of a class learning about negative numbers. The Journal of the Learning Sciences, 16(4), 565-615.
   Web of Science ®Google Scholar
• Skott, J. (2004). The forced autonomy of mathematics teachers. Educational Studies in Mathematics, 55, 227-257.
   Google Scholar
• Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
   Web of Science ®Google Scholar
• Streeck, J. & Mehus, S. (2005). Microethnography: The study of practices. In K. L. Fitch & R. E. Sanders (Eds.), Handbook of language and social interaction. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Tatsis, K., & Koleza, E. (2004). The effect of students’ roles on the establishment of shared meanings during problem solving. In Proceedings of the 28^th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4) (pp. 289-296). Bergan, Norway.
   Google Scholar
• Truxaw, M. P., & DeFranco, T. C. (2007). Mathematics in the making: Mapping verbal discourse in Polya’s “Let us teach guessing” lesson. Journal of Mathematical Behavior, 26(2), 96-114.
   Google Scholar
• Van der Aalsvoort, G. M., Harinck, F. J. H., & Gosse, G. (2006). Script identification: A way to understand how students choose strategy during mathematization. European Journal of Special Needs Education, 21(3), 301-319.
   Google Scholar
• Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30(2), 171-191.
   Web of Science ®Google Scholar
• Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477.
   Web of Science ®Google Scholar