Chapter published in:
Engagement in Professional Genres
Edited by Carmen Sancho Guinda
[Pragmatics & Beyond New Series 301] 2019
► pp. 297320
Almeida Bairral, Marcelo
2011 “Interagindo, Ouvindo o Silêncio e Refletindo sobre o Papel do Formador em Chat com Professores de Matemática.” Educar em Revista spe (1): 173–189. CrossrefGoogle Scholar
Christie, Frances
2000 “The Language of Classroom Interaction and Learning.” In Researching Language in Schools and Communities: Functional Linguistic Perspectives, ed. by Len Unsworth, 184–203. London: Cassell.Google Scholar
Dalton-Puffer, Christiane
2007Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam/ Philadelphia: John Benjamins. CrossrefGoogle Scholar
Ehlich, Konrad, and Jochen Rehbein
1986Muster und Institution: Untersuchungen zur schulischen Kommunikation. Tübingen: Gunter Narr Verlag.Google Scholar
Ellis, Rod
1992 “Learning to Communicate in the Classroom: A Study of Two Learners’ Requests.” Studies in Second Language Acquisition 14: 1–23. CrossrefGoogle Scholar
Font, Vicent, Juan Godino, and Jesús Gallardo
2013 “The Emergence of Objects from Mathematical Practices.” Educational Studies in Mathematics 82 (1): 97–124. CrossrefGoogle Scholar
Goodwin, Charles
2000 “Action and Embodiment within Situated Human Interaction.” Journal of Pragmatics 32 (10): 1489–1522. CrossrefGoogle Scholar
Heath, Christian, Jon Hindmarsh, and Paul Luff
2010Video in Qualitative Research. London: Sage.Google Scholar
Jewitt, Carey, Jeff Bezemer, and Kay O’Halloran
2016Introducing Multimodality. London/ New York: Routledge.Google Scholar
Klein, Mary
2002 “Teaching Mathematics in/for New Times: A Poststructuralist Analysis of the Productive Quality of the Pedagogic Process.” Educational Studies in Mathematics 50 (1): 63–78. CrossrefGoogle Scholar
Kozar, Olga
2016 “Teachers’ Reaction to Silence and Teachers’ Wait Time in Video and Audioconferencing English Lessons: Do Webcams Make a Difference?System 62: 53–62. CrossrefGoogle Scholar
Llinares, Salvador
2009 “Competencias Docentes del Maestro en la Docencia de las Matemáticas y el Diseño de Programas de Formación.” Uno. Revista de Didáctica de las Matemáticas 51: 92–101.Google Scholar
Manghi Haquin, Dominique
2010 “Recursos Semióticos do Professor de Matemática: Funções Complementares da Fala e os Gestos para a Alfabetização Científica Escolar.” Estudios Pedagógicos (Valdivia) 36 (2): 99–115. CrossrefGoogle Scholar
Mayan, Maria
2009Essentials of Qualitative Inquiry. Walnut Creek: Left Coast Press, Inc.Google Scholar
Mondada, Lorenza
2011 “The Organization of Concurrent Courses of Action in Surgical Demonstrations.” In Embodied Interaction: Language and Body in the Material World, ed. by Charles Goodwin, and Curtis LeBaron, 207–226. Cambridge: Cambridge University Press.Google Scholar
Morse, Janice
1995 “The Significance of Saturation.” Qual Health Res 5 (2): 147–149. CrossrefGoogle Scholar
Moyer, Patricia S.
2001 “Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics.” Educational Studies in Mathematics 47 (2): 175–197. CrossrefGoogle Scholar
Radford, Luis
2009 “Why Do Gestures Matter? Sensuous Cognition and the Palpability of Mathematical Meanings.” Educational Studies in Mathematics 70 (2): 111–126. CrossrefGoogle Scholar
Rowe, Mary Budd
1986 “Wait Time: Slowing Down May Be a Way of Speeding Up!Journal of Teacher Education 37 (1): 43–50. CrossrefGoogle Scholar
Schleppegrell, Mary
2007 “The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review.” Reading & Writing Quarterly 23 (2): 139–159. CrossrefGoogle Scholar
Strijbos, Jan Willem, and Gerry Stahl
2007 “Methodological Issues in Developing a Multi-Dimensional Coding Procedure for Small Group Chat Communication.” Learning and Instruction 17: 394–404. CrossrefGoogle Scholar
Thompson, Susan
1998 “Why Ask Questions in Monologue? Language Choice at Work in Scientific and Linguistic Talk.” In Language at Work, ed. by Susan Hunston, 137–150. Clevedon: Multilingual Matters.Google Scholar
Tobin, Kenneth
1987 “The Role of Wait Time in Higher Cognitive Level Learning.” Review of Educational Research 57 (1): 69–95. CrossrefGoogle Scholar
Uttal, David H., Kathyrn V. Scudder, and Judy S. DeLoache
1997 “Manipulatives as Symbols: A New Perspective on the Use of Concrete Objects to Teach Mathematics.” Journal of Applied Developmental Psychology 18 (1): 37–54. CrossrefGoogle Scholar
Van de Sande, Carla
2011 “A Description and Characterization of Student Activity in an Open, Online, Mathematics Help Forum.” Educ Stud Matemáticas 77: 53–78. CrossrefGoogle Scholar
Yoon, Caroline, Michael Thomas, and Tommy Dreyfus
2011 “Grounded Blends and Mathematical Gesture Spaces: Developing Mathematical Understandings via Gestures.” Educational Studies in Mathematics 78 (3): 371–393. CrossrefGoogle Scholar
Cited by

Cited by 2 other publications

Bernad-Mechó, Edgar & Inmaculada Fortanet-Gómez
2019.  In Engagement in Professional Genres [Pragmatics & Beyond New Series, 301],  pp. 321 ff. Crossref logo
Crawford Camiciottoli, Belinda & Inmaculada Fortanet-Gómez
2022. Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications. Multimodal Communication 11:1  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 01 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.