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Teaching Mathematics through Choral Responses [electronic resource]

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This microethnographic study finds that student choral response (CR) is a recurrent and dominant student participation structure in the two six-grade mathematics classrooms in China. By applying a three-level cultural model (teacher's cultural beliefs in mathematics teaching and learning, mathematics curriculum culture in China, and classroom culture) in analyzing data from interviews with the teachers, this work demonstrates how the various cultural factors work together to make Choral Response a culturally favored classroom discourse pattern.

Title Teaching Mathematics through Choral Responses [electronic resource] : A Study of Two Sixth Grade Classrooms in China
Edition 1st ed.
Publisher Lewiston : The Edwin Mellen Press
Creation Date 2010
Notes Description based upon print version of record.
English
Extent 1 online resource (143 p.)
Language English
National Library system number 997010720375505171
MARC RECORDS
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