Titlebook: Inside the Mathematics Class; Sociological Perspec Uwe Gellert,Christine Knipping,Hauke Straehler-Poh Book 2018 Springer International Publ

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of analog transmis­ sion and traditional copper cables by digital technology and fiber optic transmis­ sion equipment. Moreover, we see an increasing competition among providers of telecommunication services, and the development of a broad range of new services for users, combining voice, data, grap

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Storytelling in a Fifth Grade Mathematics Classroom: Matters of Content and Personhoodd in problematic ways. On the basis of this case, I suggest the importance of putting front and center concerns with personhood when making pedagogical decisions; and of employing a critical lens in doing so.

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“What might really happen?” – Reflections on Implicit Practices and Teachers’ Perspectives in the Cos to regard teachers as acquirers themselves in a broader view and to discuss their opportunities to acquire the knowledge necessary to introduce their students to the specialties of the pedagogic discourse.

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A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classroomse 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms—personal authority, discourse as authority, discursive inevitability, and personal latitude.

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