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Students’Mathematical Reasoning,Communication,and language Representations:A Video-Narrative Analysis

ECNU Review of Education 2018年第3期1卷 1-22页

作者： Louise C.Wilkinson Alison L.Bailey Carolyn A.Maher Psychology and Communication Sciences at Syracuse University University of California-Los Angeles Rutgers the State University of New Jersey

Purpose-Learning mathematics is a complex process,requiring many conceptual lenses and rich data sources to document and understand students’construction of *** purpose of this article is both to introduce a unique database on students’mathematical learning and to describe analytical techniques used to study students’growth of the knowledge of mathematics and ***/Approach/Methods-Our approach includes the following aspects:First,we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse,***,learning mathematics(Video Mosaic Collaborative,VMC).Second,we introduce our analytical methods,which utilize the database for collaborative study of students’*** methods include video-narrative analyses that display fine-grained examinations of interactions among students who are solving engaging problems that require them to reason mathematically and to represent their understandings with language and non-language *** analyses,referenced as VMCAnalytics,demonstrate the accessibility and flexibility of the database to study relationships among students’mathematics and language ***-The findings generated are illustrated by two examples demonstrating the accessibility and flexibility of the database to study relationships between mathematics and language learning(mathematics register).Originality/Value-The contribution of our work is illustrated by describing the rich database;employing a collaborative research approach;and signifying our understanding of relationships among students’mathematical and language learning.

关键词： Mathematics register communication mathematical understanding video-narratives academic language

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Understanding and Supporting Chinese ESL Students＇ language Development and Pedagogical Acculturation

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Sino-US English Teaching 2012年第2期9卷 893-898页

作者： Jing-qiu Liu Chris Valeo Eastern Washington University Cheney United States

This paper is a brief summary of the authors＇ advising discourse with international ESL （English as a Second language） students whose first language is Chinese. For these international students in the United States, being successful academically in a graduate education program requires more than a high entering score of TOEFL （Test of English as a Foreign language） or GRE （Graduate Record Examination）. To support their journey toward proficiency in academic language for teacher training field, we must consider and address three elements：（1） linguistic differentiation, （2） cultural paradigm shift, and （3） negotiation between cultural perspectives

关键词： linguistic differences cultural perspective academic language

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Preparing your own Instructional EFL Materials: Based on the Concepts of CALLA

Preparing your own Instructional EFL Materials: Based on the...

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2011 International Conference on Applied Social Science(ICASS 2011)

作者： Wang Xiaohua Guizhou College of Finance and Economics

This article focuses on studying the perspectives of Cognitive academic language Learning Approach（CALLA） and views on preparing instructional materials for EFL students in China. It integrates concepts of CALLA with ways of preparing instructional materials and gives some suggestions to the Chinese English instructors while they design their own instructional materials for their students.

关键词： content-based Teaching/learning cognitive theory academic language

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