What, how, Who: Developing Mathematical Discourse

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Abstract
Cite
Buchheister, Kelley, et al. “What, How, Who: Developing Mathematical Discourse”. Mathematics Teaching in the Middle School, vol. 24, no. 4, 2019, pp. 202-8, https://doi.org/10.5951/mathteacmiddscho.24.4.0202.
Buchheister, K., Jackson, C., & Taylor, C. E. (2019). What, how, Who: Developing Mathematical Discourse. Mathematics Teaching in the Middle School, 24(4), 202-208. https://doi.org/10.5951/mathteacmiddscho.24.4.0202
Buchheister, Kelley, Christa Jackson, and Cynthia E. Taylor. “What, How, Who: Developing Mathematical Discourse”. Mathematics Teaching in the Middle School 24, no. 4 (2019): 202-8. https://doi.org/10.5951/mathteacmiddscho.24.4.0202.
Buchheister K, Jackson C, Taylor CE. What, how, Who: Developing Mathematical Discourse. Mathematics Teaching in the Middle School. 2019;24(4):202-8.
Citations
Title Journal Journal Categories Citations Publication Date
The relationship between number talks and ambitious instruction: learning from beginning teachers Mathematical Thinking and Learning
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2023
Teaching Fraction Magnitude Using the Number Line

 Intervention in School and Clinic
  • Education: Special aspects of education
  • Education
  • Social Sciences
 2023
A Planning Framework Foregrounding Equity in Mathematics Teaching and Learning Investigations in Mathematics Learning 2022
Evaluation of the effects of discourse-based mathematics instruction on eleventh grade students’ conceptual and procedural understanding of probability and statistics Cogent Education
  • Education: Education (General)
  • Education: Theory and practice of education
 2022
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science

 Education Sciences
  • Education
  • Education: Theory and practice of education
 5 2021
Citations Analysis
Category Category Repetition
Education3
Education: Theory and practice of education3
Social Sciences2
Education: Education (General)1
Education: Special aspects of education1
The category Education 3 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science and was published in 2021. The most recent citation comes from a 2023 study titled The relationship between number talks and ambitious instruction: learning from beginning teachers. This article reached its peak citation in 2023, with 2 citations. It has been cited in 5 different journals, 40% of which are open access. Among related journals, the Mathematical Thinking and Learning cited this research the most, with 1 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year