Published In

Educational Studies in Mathematics

Document Type

Article

Publication Date

4-2-2021

Subjects

Network Frameworks -- Pedagogy

Abstract

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content. We illustrate the potential of integrating these frameworks via analysis of two lessons that, while sharing surface level similarities, are profoundly different when considering the complexities of a classroom focused on justifying. We found that this integrated comparison across all dimensions (rather than focusing on just one or two) was a useful way to compare lessons with respect to a classroom culture that is characterized by students engaging in justifying.

Rights

Copyright (c) 2021 The Authors

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI

10.1007/s10649-021-10026-3

Persistent Identifier

https://archives.pdx.edu/ds/psu/35355

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