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• W2129698059 abstract "A descriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding process that yielded the within-case themes of use of space, meaning-making, and peer and teacher interactions. This student-focused inquiry addressed a methodological gap in the extant empirical literature by employing video-recording as a means of eliciting student awareness and reflection, which notably revealed differences in participation between the two low-achieving students. When considering implications, the results illuminate needed additional classroom norms, issues related to relative differences in students’ abilities in heterogeneous groups, benefits of using video-recording as a means of promoting student reflection, and the important role of the teacher in maintaining equitable participation." @default.
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• W2129698059 date "2014-09-01" @default.
• W2129698059 modified "2023-10-16" @default.
• W2129698059 title "Low- and High-Achieving Sixth-Grade Students’ Access to Participation during Mathematics Discourse" @default.
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• W2129698059 doi "https://doi.org/10.1086/676947" @default.
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