Engaging with others' mathematical ideas: Interrelationships among student participation, teachers instructional practices, and learning
Integrity signals
Registry
Cites
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Individual student participation is positively linked to individual student achievement.
“The study found a positive link between student participation and achievement.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Webb et al. (2014)
Our findings are more in line with the perspective that classroom discourse affects different students in a class in different ways, depending on how actively they participate.
“Our findings are thus more in line with the perspective, previously outlined by the studies of Webb et al. (2014) and Ing et al. (2015), that classroom discourse affects different students in a class in different ways, depending on how actively they participate.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Webb et al. (2014)
Engagement was not examined in the studies by Inagaki et al. (1998), O'Connor et al. (2017), Webb et al. (2014), Ing et al. (2015), Sedova et al. (2019), and Larrain et al. (2019).
“We cannot infer this, as engagement was not examined in these studies.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as Webb et al., 2014
Students who more often developed their own ideas in conversation and explained their ideas to others achieved better results in standardized mathematics tests.
“The findings indicated that the students who more often developed their own ideas in conversation and explained their ideas to others achieved better results in those tests.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as Webb et al., 2014
Cites
The Construction of Shared Knowledge in Collaborative Problem Solving.
Roschelle, J., & Teasley, S. D. (1995) · Computer Supported Collaborative Learning · doi:10.1007/978-3-642-85098-1_5 · Cited by 2,274 · see citing works
Reasoning as a scientist: ways of helping children to use language to learn science
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004) · British Educational Research Journal · doi:10.1080/01411920410001689689 · Cited by 637 · see citing works
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Volet, S., Summers, M., & Thurman, J. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.001 · Cited by 466 · see citing works
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups
Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009) · Cambridge Journal of Education · doi:10.1080/03057640802701986 · Cited by 193 · see citing works
Self-citation
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Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
How vocal and silent forms of participation in combination relate to student achievement
Sedova, K., & Sedlacek, M. (2023) · Instructional Science · doi:10.1007/s11251-022-09609-1 · Cited by 16 · see citing works
“Some studies have indicated that students who intensely verbally participate in class achieve better results than their less vocal schoolmates (Sedova et al., 2019; Ing et al., 2015; Larrain et al., 2019; Webb et al., 2014).”
BackgroundInfluential
- Authors
- Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C.
- Affiliations
- University of California, Los Angeles (US)
- University of California, Riverside (US)
- Corresponding author
- Webb, Noreen M.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2014
- Volume
- 63
- Pages
- 79-93
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2004539500
- Cited by
- 236
- References
- 4
- Citations by year
- 2026: 22 · 2025: 13 · 2024: 33 · 2023: 26 · 2022: 28 · 2021: 17 · 2020: 27 · 2019: 14 · 2018: 8 · 2017: 11 · 2016: 14 · 2015: 15 · 2014: 6 · 2013: 2
- FWCI
- 59.67
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Educational Research (publishedVersion)
- Funders
- R305A100181
- Institute of Education Sciences of the U.S. Department of Education
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- student participation, classroom discourse, teacher instructional practices, student learning, primary school mathematics, small group discussion, whole-class discussion, problem-solving strategies, academic performance, teacher follow-up
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