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Title: Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying
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.  more » « less
Award ID(s):
1814114
PAR ID:
10285518
Author(s) / Creator(s):
; ; ; ;
Date Published:
Journal Name:
Educational Studies in Mathematics
Volume:
107
Issue:
2
ISSN:
0013-1954
Page Range / eLocation ID:
285 to 314
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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