Enhancing Student Authorship and Broadening Personal Latitude in the Mathematics Classroom With Rich Dialogic Discourse  

作　　者：Wing Kin Cheng Oi-Lam Ng Yujing Ni 郑永健;吴谌蓝;倪玉菁(The Chinese University of Hong Kong,Hong Kong,China)

机构地区：[1]The Chinese University of Hong Kong,Hong Kong,China

出　　处：《ECNU Review of Education》2024年第4期1089-1113,共25页华东师大教育评论(英文)

基　　金：supported by the Research Grants Council,University Grants Committee(grant number GRF Ref No.14620515).

摘　　要：Purpose:In this article,we explore how student authorship may be enhanced among learners in mathematics classrooms in a Hong Kong primary school through rich dialogue discourse.Design/Approach/Methods:Using qualitative methods,that is,coding and discourse analysis,we examine the relationship between student authorship and personal latitude through a case study of two Grade 4 mathematics lessons taught by two primary mathematics teachers,respectively.Findings:We discuss the study's findings in relation to how teachers can engage themselves and their students in dialogic discourse to offer student choices and opportunities and generate original voices.Originality/Value:Personal latitude was found when the students were given the choice to use their original voices.The learners assumed the role of author;consequently,authorship was enhanced in ensuing rich dialogic discourse.

关 键 词：Authorship classroom discourse dialogic discourse mathematics education personal latitude 

分 类 号：H31[语言文字—英语]