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Mathematical Discourse In Simcalc Classrooms

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Mathematical Discourse In Simcalc Classrooms
Using data from the larger research program, Scaling Up SimCalc (Roschelle et al., 2010; Tatar et al., 2008), this study examines how mathematical discourse impacts learning in SimCalc classrooms. The same SimCalc lesson was video-recorded in thirteen different seventh-grade classrooms. The goal of the data analysis was to identify ways in which classroom discourse enhanced or limited the use of technology. Data analysis revealed varying levels of intellectually demanding discourse in the classrooms. Discourse categorized as low-level provided basic information, performing calculations, and giving interpretations with no reasons or justifications. High-level discourse promoted engagement in mathematical justification and argumentation.
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