Abstract
Cazden (2001) pointed out that, in contexts such as schools, “one person, the teacher, is responsible for controlling all the talk that occurs while class is officially in session – controlling not just negatively, as a traffic officer does to avoid collisions, but also positively, to enhance the purposes of education” (p. 2). Herbel-Eisenmann (2009) noted the two main functions of talk and distinguished between discourse for content-learning purposes and discourse for social purposes.
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Kaur, B. (2013). Participation of Students in Content-Learning Classroom Discourse. In: Kaur, B., Anthony, G., Ohtani, M., Clarke, D. (eds) Student Voice in Mathematics Classrooms around the World. Learner’s Perspective Study. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-350-8_5
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DOI: https://doi.org/10.1007/978-94-6209-350-8_5
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