Using computers to help coach exploratory talk across the curriculum
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2021, Learning, Culture and Social InteractionDeveloping and trialing a measure of group thinking
2017, Learning and InstructionLessons learnt from contextualising a UK teaching thinking program in a conventional Chinese classroom
2016, Thinking Skills and CreativityCitation Excerpt :Children's scores on the individual tests and group tests: in the target class, 44 out of 55 children completed the pre- and post-tests; and in the control class 33 out of 49 children completed both tests. Adopting a method used by Wegerif (1996), the group test consisted of five challenging problems from Raven's reasoning test, whereas the individual test consisted twelve problems from Raven's reasoning test, which are different in degree of difficulty. In the post-intervention measurement, participants, both target class and waiting list control class, completed the group reasoning test in which same challenging problems were given.
Dialogic teaching and iPads in the EAP classroom
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2015, Journal of Mathematical BehaviorCitation Excerpt :The national curriculum (Ministry of Knowledge, 2006) in Norway increased the focus on communication by emphasizing the ability to express oneself orally as one of five basic competencies in every school subject. However, international research (e.g. Galton, Hargreaves, Comber, Wall, & Pell, 1999; Newton, Driver, & Osborne, 1999; Wegerif, 1996) as well as national research (e.g. Alseth, Breiteig, & Brekke, 2003; Grønmo, Onstad, & Pedersen, 2010; Vavik et al., 2010) on the learning of mathematics and science in schools show that little time is assigned to sharing subject matter knowledge through talk. This constitutes the rationale for studying communication in mathematics learning.