ANALYSING CLASSROOM INTERACTIONS USING CRITICAL DISCOURSE ANALYSIS

被引：0
|
作者：
Thornton, Steve [1 ]
Reynolds, Noemi [1 ]
机构：
[1] Univ Canberra, John Curtin Coll Arts, Canberra, ACT 2601, Australia
来源：
PME 30: PROCEEDINGS OF THE 30TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 | 2006年
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
There is a long history of studies of language and mathematics. Much of this has focused on the language of mathematics, and the role of language in developing mathematical understanding. A more recent emphasis has been on how language in the mathematics classroom illustrates power relationships. In this study we use the tools of critical discourse analysis, including systemic functional linguistics, to examine the extent to which student agency is promoted and evident in a year 8 mathematics classroom in Australia.
引用
收藏
页码：273 / 280
页数：8
相关论文
共 50 条
12345