Abstract
This paper describes the structure of student-student and teacher-student discourse in four different classrooms in which modeling instruction was employed and it highlights characteristic features of this discourse. I describe the roles students adopt during whiteboard-mediated discourse and the ways in which these roles shape student reasoning and engagement in these very different learning communities.
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Acknowledgment
The research reported in this paper was supported, in part, by grants from the National Science Foundation (#0337795 and #0312038). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Megowan-Romanowicz, M.C. (2013). Modeling Discourse in Secondary Science and Mathematics Classrooms. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6271-8_29
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DOI: https://doi.org/10.1007/978-94-007-6271-8_29
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