Research explored the change in perspectives of K-12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants' perspectives improved as a result of their participation…

This paper is part of a wider action research project taking place at a secondary school in South Wales, UK. The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible 'build your own block' programming activities. This paper examines classroom talk at an…

This study investigates teacher responses to a common set of high potential instances of student mathematical thinking to better understand the role of the teacher in shaping meaningful mathematical discourse in their classrooms. Teacher responses were coded using a scheme that disentangles the teacher move from other aspects of the teacher…

This paper is part of a wider action research project taking place at a secondary school in South Wales, UK. The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible 'build your own block' programming activities. This paper examines classroom talk at an…

This study proposed an analytic framework for coding students' dialogic argumentation and investigated the characteristics of the small-group argumentation pattern observed in modeling-based learning. The participants were 122 second grade high school students in South Korea divided into an experimental and a comparison group. Modeling-based…

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students…

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge, but to do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…

Attending to precision (ATP) is essential in mathematics. This study examined ATP instances through the lens of univocal (functioning to convey information) and dialogic (functioning to generate new meaning) discourse. Analysis of data from five secondary mathematics classrooms focused on whole-class instances of ATP with coding based on the…

The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken from Knowledge Forum® databases in the Knowledge…

The authors present three strategies for making sense of students' mathematical thinking. These lenses make the abstract idea of "making sense of student thinking" more manageable and concrete. We start by taking an initial look at a student's idea, going deeper, and finally looking across several ideas.

The school systems of many countries have been pervaded by student-centred pedagogy making students' small group discussion a common feature of the classroom practice.However, there is a lack of studies focussing different modes of discussion for the purpose of finding out whether some modes are more beneficial than others. Hence, the aim of this…

Co-rumination is a dyadic process between relationship partners that refers to excessively discussing problems, rehashing problems, speculating about problems, mutual encouragement of problem talk, and dwelling on negative affect. Although studies have addressed youths' "tendency" to co-ruminate, little is known about the nature of…

This study examined how characteristics of Collaborative Peer Video Analysis (CPVA) events are related to teachers' pedagogical outcomes. Data included 39 transcribed literacy video events, in which 14 in-service teachers engaged in discussions of their video clips. Emergent coding and Statistical Discourse Analysis were used to analyze the data.…

This study investigated the impact of discussion forum design and facilitative strategies on student participation and cognitive levels of student dialogue. A multiple-case study design was used. Three online classes taught by the same instructor participated (n = 55). Data were collected from observations, discussion transcripts, and teacher…

Questioning and discussion techniques are effective instructional methods that develop critical thinking and problem solving skills. There is often inconsistent implementation of these techniques, which can result in a negative effect on student achievement. This case study explored elementary, middle, and high school teachers and evaluators'…