Construction of mathematical knowledge through whole-class discussion
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
There was no statistically significant difference between the vocal students who contributed to the discussion and the students who did not.
“There was no statistically significant difference between the vocal students who contributed to the discussion and the students who did not.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as Inagaki et al., 1998
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 Inagaki et al., 1998
Japanese sociocultural norms ensured that all students carefully listened during discussions and were thus able to utilize the discussion for learning even when they did not personally take the floor.
“Inagaki et al. (1998) claimed that Japanese sociocultural norms ensured that all students carefully listened during discussions and were thus able to utilize the discussion for learning even when they did not personally take the floor.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as Inagaki et al., 1998
Cited by
Sorted by citations
Productive struggle in middle school mathematics classrooms
Warshauer, H. K. (2015) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-014-9286-3 · Cited by 208 · see citing works
Schnitzler, K., Holzberger, D., & Seidel, T. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00500-6 · Cited by 213 · 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
“Inagaki et al. (1998) claimed that Japanese sociocultural norms ensured that all students carefully listened during discussions and were thus able to utilize the discussion for learning even when they did not personally take the floor.”
Background
- Authors
- Inagaki, K., Hatano, G., & Morita, E.
- Affiliations
- Chiba University (JP)
- Keio University (JP)
- Osaka Kyoiku University (JP)
- Corresponding author
- Inagaki, Kayoko
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 1998-12
- Volume
- 8
- Issue
- 6
- Pages
- 503-526
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2021265605
- Cited by
- 106
- References
- 0
- Citations by year
- 2025: 3 · 2024: 6 · 2023: 8 · 2022: 5 · 2021: 4 · 2020: 4 · 2019: 5 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 5 · 2014: 6 · 2013: 6 · 2012: 4
- FWCI
- 10.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- 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
- whole-class discussion, mathematical knowledge construction, fraction addition, teacher feedback, transfer of learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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