CoChat
Sign Up
Cited by 41Mathematics Education and Teaching TechniquesMathematics Education and PedagogyHistory and Theory of Mathematics

Discursive Cultures of Learning in (Everyday) Mathematics Teaching: A Video-Based Study on Mathematics Teaching in German and Swiss Classrooms

Open access
Pauli, Christine, Reusser, Kurt·2015·Socializing Intelligence Through Academic Talk and Dialogue
DOI 10.3102/978-0-935302-43-1_14
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.3102/978-0-935302-43-1_14

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

  • Pauli and Reusser (2015) report positive associations between mathematics attainment and 'co-constructive talk', which includes explanation and justification.

    “Pauli and Reusser (2015) report positive associations between attainment in mathematics and what they term 'co-constructive talk', which includes explanation and justification.”

    From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Pauli and Reusser (2015)

  • Even the studies that spotlight the issue (e.g. O'Connor et al., 2015; Pauli & Reusser, 2015; van der Veen et al., 2017) involve data that preclude isolating the consequences of reasoned dialogue from the effects of other forms.

    “Even the studies that spotlight the issue (e.g.O'Connor et al., 2015;Pauli & Reusser, 2015;van der Veen et al., 2017) involve data that preclude isolating the consequences of reasoned dialogue from the effects of other forms.”

    From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Pauli & Reusser, 2015

Cites

Still being checked.

Cited by

Sorted by citations

Related

Authors
Pauli, C., & Reusser, K.
ORCID
Venue
Socializing Intelligence Through Academic Talk and Dialogue
Publisher
American Educational Research Association
Published
2015-04
Pages
181-193
DOI
10.3102/978-0-935302-43-1_14
OpenAlex
W2540602481
Cited by
41
References
0
Citations by year
2026: 1 · 2025: 4 · 2024: 2 · 2023: 9 · 2022: 9 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 5 · 2016: 1 · 2015: 1
FWCI
11.09
Type
book chapter
Language
en
Open access
Locations
  • Zurich Open Repository and Archive (University of Zurich) (acceptedVersion)
  • Zurich Open Repository and Archive (University of Zurich) (submittedVersion)
  • Zurich Open Repository and Archive (University of Zurich)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
  • Physical Sciences › Mathematics › Theoretical Computer Science › History and Theory of Mathematics
Keywords
mathematics education, classroom discourse

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.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review