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Documenting Increased Participation of a Student with Autism in the Standards for Mathematical Practice
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Lambert, Rachel; Sugita, Trisha; Yeh, Cathery; Hunt, Jessica H.; Brophy, Shayne – Journal of Educational Psychology, 2020
The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics…
Descriptors: Autism, Pervasive Developmental Disorders, Student Participation, Mathematics Instruction
Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access within a Student-Led Argument
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Engle, Randi A.; Langer-Osuna, Jennifer M.; McKinney de Royston, Maxine – Journal of the Learning Sciences, 2014
It is commonly observed that during classroom or group discussions some students have greater influence than may be justified by the normative quality of those students' contributions. We propose a 5-component theoretical framework in order to explain how undue influence unfolds. We build on literatures on persuasion, argumentation, discourse, and…
Descriptors: Persuasive Discourse, Influences, Models, Group Discussion