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Titlebook: Language and Communication in Mathematics Education; International Perspe Judit N.‘Moschkovich,David Wagner,Marcus Schütte Book 2018 Spring

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Subject-Specific Academic Language Versus Mathematical Discoursehasising discursive aspects. This trend gives rise to the question of how the individual resources of participants can be acknowledged and exploited in groups with different abilities, while simultaneously providing the participants with the necessary linguistic support to participate in the linguistic discourse of that group.
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A Teacher’s Use of Revoicing in Mathematical Discussionsagorean Theorem. Our theoretical approach to revoicing leads us to distinguish and examine three dimensions: linguistic, discursive and mathematical. The integrated view of such dimensions serves to find emergent relationships among talk, classroom discourse, and learning opportunities.
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“I Am Sorry. I Did Not Understand You”: The Learning of Dialogue by Prospective Teachersetation for dialogue, whose underlying political stance assumes that the talk is shared by those involved in it. I emphasize the move of going to where the other is in order to understand what she/he says, and also propose some actions that could contribute to the process of learning to be engaged in dialogue.
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Book 2018ed theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, s
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Dealing with Function Word Problems: Identifying and Interpreting Verbal Representationships in different representations. Adequately connecting verbal and symbolic representations requires identifying and interpreting the verbal representation by addressing the relevant facets. A qualitative analysis of students’ solution processes shows different approaches to this task.
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