Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo

It is widely acknowledged that discursive practice in classrooms plays a key role in student learning of mathematics. This study extends a previous study on spoken mathematics and seeks to compare the discursive practices in classrooms from Seoul, Shanghai and Tokyo with a particular focus on meta-d...

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Bibliographic Details
Published in:ZDM 2013-03, Vol.45 (1), p.61-72
Main Authors: Xu, Lihua, Clarke, David
Format: Article
Language:English
Subjects:
Asian Americans
Asian students
Case studies
Classroom Communication
Classrooms
Colleges & universities
Communication
Comparative analysis
Cultural differences
Cultural heritage
Cultural values
Culture
Discourse analysis
Education
Educational Environment
Learner Engagement
Learning
Linear equations
Mathematical analysis
Mathematics
Mathematics Achievement
Mathematics Education
Norms
Original Article
Participation
Secondary education
Secondary school mathematics
Speech communication
Student Behavior
Student teacher relationship
Students
Teaching
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Summary:It is widely acknowledged that discursive practice in classrooms plays a key role in student learning of mathematics. This study extends a previous study on spoken mathematics and seeks to compare the discursive practices in classrooms from Seoul, Shanghai and Tokyo with a particular focus on meta-discursive rules that regulate exchanges between the teacher and students. The analysis centres on the events when the topic of 'linear equations' was introduced. The similarities and differences of the three classrooms suggest that while the shared macrocultural values and beliefs may frame the social activity of the classrooms in similar ways, the meta-discursive rules of classroom microculture determine the opportunities for student learning in mathematics. [Author abstract, ed]
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-012-0442-x