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Is Silence Golden? What Silent Participants Might Be Learning in Discourse-Rich Classrooms

Amy Hillen, Margaret Smith 

December 2007, Volume 13, Issue 5, Page 305

Abstract:
One concern raised for teachers who are creating discourse-rich learning environments is what students who remain silent during discussions might learn. This article considers this issue by examining the learning of one silent participant—a preservice secondary mathematics teacher. Included are example problems used to generate discussions and sample dialogues between the participants in the course.

Keywords:
Research
Article
Algebraic Patterns
Teacher Education
Communication
Grades 6-8
Teacher
Problems
Theory