@inproceedings{232bd68c5bf64e3ca5ea57c1143c99c1,
title = "Multiple lenses for looking at teachers{\textquoteright} identifying talk in a mathematics classroom",
abstract = "Previous research under the communicational framework has started developingsystematic methods that unify the study of cognitive, affective and social aspects oflearning under a single set of theoretical assumptions. This study enhances thecommunicational methodology into the quantifiable domain, thus enabling analysis oflarge quantities of classroom talk and comparisons between teachers to study identityconstruction processes in the mathematics classroom. We demonstrate three forms ofdiscourse analysis: qualitative, {\textquoteleft}coding and counting{\textquoteright} and corpus analysis to analyzethe ways in which two instructors at a teachers{\textquoteright} college differ in their “identifyingtalk” or the way they construct their students{\textquoteright} identities. Differences between the twoinstructors were ostensible in all forms of analysis",
author = "Talli Nachlieli and Einat Heyd-Metzuyanim and Michal Tabach",
note = "This study is supported by the Israel Science Foundation, no. 446/10; null ; Conference date: 28-07-2013 Through 02-08-2013",
year = "2013",
language = "الإنجليزيّة",
isbn = "783890882895",
volume = "3",
series = "PME Conference. Proceedings",
publisher = "PME",
pages = "345--352",
editor = "Lindmeier, {Anke M.} and Aiso Heinze",
booktitle = "Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education",
}