참고문헌 (42)

1. Barwell, R. (2005). Integrating language and content: Issues from the mathematics classroom. Linguistics and Education, 16(2), 205-218. 

   상세보기

2. Boaler, J., & Brodie, K. (2004). The importance of depth and breadth in the analysis of teaching: A framework for analysing teacher questions. In the Proceedings of the 26th Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education. Toronto, Ontario 

3. Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585-614. 

   상세보기

4. Cazden, C. B. (2001). The language of teaching and learning. Portsmouth, NH: Heinemann. 

5. Chi, M. T. H. (2000). Self-explaining: the dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology, (pp. 161-238). Mahwah, NJ: Lawrence Erlbaum Associates. 

6. Choi, S. H., Ha, J. M., & Kim, D. J. (2016). An analysis of student engagement strategy and questioning strategy in a peer mentoring teaching method. Journal of the Korean School Mathematics Society, 19(2), 153-176. 

7. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175-190. 

   

8. Franke, M. L., Webb, N. M., & Chan, A. G. (2009). Teacher questioning to elicit students' mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60, 380-392 

   상세보기

9. Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104-137. 

   상세보기

10. Herbal-Eisenmann, B. A., & Breyfogle, M. L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489. 

    상세보기

11. Hong, W. J., & Pang, J. S. (2008). An analysis of teacher-student communication and students' mathematical thinking in six grade mathematics classrooms. Journal of the Korean School Mathematics Society, 11(2), 201-219. 

12. Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116. 

    상세보기

13. Hwang, S. H. (2018). Teachers' beliefs, classroom norms and discourse, and equity in mathematics classrooms. Journal of Korean Society of Mathematics Education. Series C: Education of Primary School Mathematics, 21(2), 163-192. 

14. Ingram, J., & Elliott, V. (2014). Turn taking and 'wait time' in classroom interactions. Journal of Pragmatics, 62, 1-12. 

    상세보기

15. Ko, J. H., Kim, T. E., & No, W. K. (2015). An analysis of the actual status about the connection of teaching and learning mathematics between elementary school and junior high school. Journal of Korea Society Educational Studies in Mathematics: School Mathematics, 17(1), 135-156. 

16. Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87-113. 

    

17. McHoul, A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(2), 183-213. 

    상세보기

18. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press. 

19. Meyer, D. K., & Turner, J. C. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17-25. 

    상세보기

20. Ministry of Education (2015). Mathematics curricula. Seoul: The Ministry of Education. 

21. Moschkovich, J. (1999). Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19(1), 11-19. 

22. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/ 

23. Nathan, M. J., & Knuth, E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2), 175-207. 

    상세보기

24. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author. 

25. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Author Reston, VA. 

26. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author Reston, VA. 

27. Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625-635. 

    상세보기

28. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735. 

    상세보기

29. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell. 

30. Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76. 

    상세보기

31. Sfard, A., Nesher, P., Streefland, L., Cobb, P., & Mason, J. (1998). Learning mathematics through conversation: Is it as good as they say? For the Learning of Mathematics, 18(1), 41-51. 

    상세보기

32. Sinclair, J., & Coulthard, M. (1975) Towards an analysis of discourse. Oxford: Oxford University Press. 

33. United Kingdom Qualifications and Curriculum Authority. (1999). The national curriculum: Handbook for primary teachers in England. Crown copyright & Qualifications and Curriculum Authority: London. 

34. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard university press. 

35. Vygotsky, L. S. (1986). Thought and language. Cambridge: MIT Press. 

36. Walshaw, M., & Anthony, G. (2008). The teacher's role in classroom discourse: A review of recent research into mathematics classrooms. Review of Educational Research, 78(3), 516-551. 

    상세보기

37. Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27(2), 252-258. 

    상세보기

38. Webb, N., Franke, M., Ing, M., Wong, H., Fernandez, C., Shin, N., & Turrou, A. (2014). Engaging with other's mathematical ideas: Interrelationships among student participation, teachers' instructional practice, and learning. International Journal for Educational Research, 63, 79-93. 

    상세보기

39. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Simon Schuster/Macmillan. 

40. Wood, T. (1998). Funneling or focusing? Alternative patterns of communication in mathematics class. In H. Steinbring, M. G. BartoliniBussi, & A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167-178). Reston, VA: National Council of Teachers of Mathematics. 

41. Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32(2), 164-187. 

    상세보기

42. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477. 

    상세보기