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
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.