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Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom
ARTICLE

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Journal of the Learning Sciences Volume 11, Number 2, ISSN 1050-8406

Abstract

Explores how inscriptions are used to create argumentative positions in two classroom episodes. Finds that the classroom activities resembled those of scientific communities in several ways: (1) Real-world, dilemma-driven problems were presented; (2) students evaluated the inscriptions offered in terms of their adequacy for advancing particular knowledge claims; and (3) the teachers helped their students reflect on, clarify, expand, evaluate, oppose, or integrate each other's explanations into their argumentative positions. (Author/MM)

Citation

Forman, E.A. & Ansell, E. (2002). Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom. Journal of the Learning Sciences, 11(2), 251. Retrieved August 14, 2022 from .

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