Description
This microethnographic study finds that student choral response (CR) is a recurrent and dominant student participation structure in the two six-grade mathematics classrooms in China. By applying a three-level cultural model (teachers cultural beliefs in mathematics teaching and learning, mathematics curriculum culture in China, and classroom culture) in analyzing data from interviews with the teachers, this work demonstrates how the various cultural factors work together to make Choral Response a culturally favored classroom discourse pattern.
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