Student Voice in Mathematics Classrooms around the World -- SERIES PREFACE -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- CHAPTER ONE: The Learner's Perspective Study: Attending to Student Voice -- INTRODUCTION -- Mathematical Discourse in the Classroom -- Students' Participatory Practices within the Classroom -- Students' Perceptions of the Classroom and Teacher -- CONCLUSION -- REFERENCES -- CHAPTER TWO: Spoken Mathematics as an Instructional Strategy: The Public Discourse of Mathematics Classrooms in Different Countries -- SPOKEN MATHEMATICS IN THE CLASSROOM -- LANGUAGE IN MATHEMATICS TEACHING/LEARNING -- STUDYING SPOKEN MATHEMATICS IN THE CLASSROOM -- PUBLIC MATHEMATICAL ORALITY: WHO GETS TO SPEAK PUBLICLY AND DO THEY TALK MATHEMATICS? -- SPOKEN MATHEMATICAL FLUENCY AS A VALUED LEARNING OUTCOME -- CONCLUSIONS -- NOTES -- REFERENCES -- CHAPTER THREE: Students Speaking Mathematics: Practices and Consequences for Mathematics Classrooms in Different Countries -- STUDENT-STUDENT MATHEMATICAL TALK -- CONNECTING MATHEMATICAL TALK AND LEARNING -- MATHEMATICAL DISCOURSE IN THE CLASSROOM FROM THE PERSPECTIVE OF THE LEARNER -- PUBLIC MATHEMATICAL DISCOURSE -- THE SIGNIFICANCE OF STUDENT-STUDENT INTERACTIONS -- Spoken Mathematics in the Classroom: Key Points Summary -- SPOKEN MATHEMATICAL FLUENCY AS A VALUED LEARNING OUTCOME -- GENERAL DISCUSSION -- CONCLUSIONS -- ACKNOWLEDGEMENT -- NOTES -- REFERENCES -- CHAPTER FOUR: Students at the Front: Examples from a Beijing Classroom -- INTRODUCTION -- RESEARCH DESIGN AND METHODOLOGY -- RESEARCH PROCEDURE -- STATISTICS AND ANALYSIS -- SUMMARY OF FINDINGS -- There is Rich Variety in the Types of Students' Presentations at the Front -- One or More Students Give Presentations Concerning One Problem -- The Main Form of Students' Presentations at the Front is Oral Explanation of the Approaches.

The Main Evaluation Form is Teacher-Student Mutual Comment -- DISCUSSION -- REFERENCES -- CHAPTER FIVE: Participation of Students in Content-Learning Classroom Discourse: A Study of Two Grade 8 Mathematics Classes in Singapore -- INTRODUCTION -- LITERATURE REVIEW -- METHODOLOGY -- Method -- Subjects -- Data Analysis -- DATA AND FINDINGS -- How Often Do Students Get an Opportunity to Engage in Public Talk? -- What Are the Characteristics of Teacher-Student Public Talk? -- What Are the Teachers' Orientations of Discourse (Conceptual or Calculational)? -- Do Students Initiate any Public Talk with Their Teachers or Peers? If So, What Was the Purpose of the Talk? -- DISCUSSION -- During Content-Learning Classroom Discourse How Often Do Students Get an Opportunity to Engage in Public Talk? -- During Content-Learning Discourse What Are the Characteristics of Teacher-Student Public Talk? -- During Content-Learning Discourse What Are the Teachers' Orientations of Discourse (Conceptual or Calculational)? -- During Content-Learning Discourse Do Students Initiate Any Public Talk with Their Teachers or Peers? If So, What Was the Purpose of the Talk? -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- CHAPTER SIX: Martina's Voice -- INTRODUCTION -- SOME RELATED STUDIES -- RESEARCH STRUCTURE -- SOCIOMATHEMATICAL NORMS IN CLASS -- On Mathematical Solutions -- On Acceptable Mathematical Explanations -- MARTINA'S VOICE -- The Patterns of Interactions -- The Emerging Mathematical Practices -- The Quality of Reasoning -- LOOKING BACK -- CONCLUSION -- SOME IMPLICATIONS -- NOTE -- REFERENCES -- CHAPTER SEVEN: What Do Students Attend to? Students' Task-Related Attention in Swedish Settings -- INTRODUCTION -- BACKGROUND -- Interest and Learning -- Task-Related Attention -- AIM AND RESEARCH QUESTIONS -- METHOD -- RESULTS -- DISCUSSION -- CONCLUSION -- REFERENCES.

CHAPTER EIGHT: Students and Their Teacher in a Didactical Situation: A Case Study -- INTRODUCTION -- A-DIDACTICAL SITUATION AND ITS PHASES -- THE TEACHER AS THE INITIATOR OF THE A-DIDACTICAL SITUATION -- Illustration -- DIFFERENT ROLES OF THE TEACHER AND STUDENTS IN SITUATIONS OF FORMULATION OF CONCLUSIONS OF STUDENT INDIVIDUAL WORK -- Illustration -- DISCUSSION AND SOME CONCLUSIONS -- NOTES -- REFERENCES -- CHAPTER NINE: Developing Mathematical Proficiency and Democratic Agency through Participation - An Analysis of Teacher-Student Dialogues in a Norwegian 9th Grade Classroom -- INTRODUCTION -- THEORETICAL PERSPECTIVES -- Socio-Cultural Theory -- Mathematical Competence and Mathematical Proficiency -- Democratic Agency -- Whole Class Instruction -- METHODS -- A Quantitative Three Level Analysis of All Mathematics Lessons -- A Qualitative Analysis of Teacher Instruction and Classroom Interaction and Communication -- FINDINGS -- Findings from the Three-Level Quantitative Analysis -- Developing Democratic Agency and Mathematical Proficiency -- DISCUSSION OF FINDINGS AND CONCLUSIONS -- NOTES -- REFERENCES -- CHAPTER TEN: Matches or Discrepancies: Student Perceptions and Teacher Intentions in Chinese Mathematics Classrooms -- INTRODUCTION -- THEORETICAL CONSIDERATIONS -- Characteristics of Mathematics Instruction in China -- Effective Mathematics Instruction from Teachers' Perspectives -- A Framework for Examining Important Classroom Events -- METHOD -- Classroom Context -- Data Sources -- Data Analysis -- RESULTS -- Students Perceived Important Events -- Matches and Discrepancies between Teacher Intention and Student Perception -- DISCUSSION AND CONCLUSION -- Students' Perceptions of Important Events -- Consistencies between Teacher Intentions and Student Perceptions -- Alignment with Essential Content Points -- CONCLUSION -- REFERENCES.

CHAPTER ELEVEN: What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons -- INTRODUCTION -- LITERATURE REVIEW -- Why Are Students' Voices Important for Learning? -- Encouraging Students' Voice for Empowering Students' Learning -- Understanding Students' Perspectives for Bringing about Changes -- Some Recent Studies Related to Students' Voices in the Context of Mathematics Learning -- THE LEARNER'S PERSPECTIVE STUDY -- THE METHOD OF ANALYSIS -- The Student Interviews -- Analysis of Student Data: Development of Codes -- Findings of Student Data from SG1 -- Exposition - explains/explains clearly -- Exposition - demonstrates a procedure: teaches the method or shows using manipulative a concept/relationship -- Exposition - new knowledge -- Seatwork - group work -- Review - student presentation -- HONG KONG: THE RESULTS FROM SCHOOL HK1 -- Findings of Student Data from HK1 -- Exposition - explains / explains clearly -- Exposition - demonstrates a procedure: teaches the method or shows using manipulative a concept / relationship -- Seatwork - individual work -- Review and feedback - student presentation -- SIMILARITIES AND DIFFERENCES -- DISCUSSION: WHAT REALLY MATTERS TO STUDENTS? -- REFERENCES -- CHAPTER TWELVE: Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms -- INTRODUCTION -- THE STUDY DESIGN AND CONTEXT -- THEORETICAL FRAMEWORK -- A WAY INTO THE DATA -- GOOD TEACHERS - GOOD TEACHING -- NORMATIVE MATHEMATICAL IDENTITIES -- DISCUSSION -- CONCLUSION -- ACKNOWLEDGEMENT -- REFERENCES -- APPENDIX: The LPS Research Design -- INTRODUCTION -- DATA GENERATION IN THE LEARNER'S PERSPECTIVE STUDY -- CLASSROOM DATA GENERATION -- Camera Configuration -- Camera One: The Teacher Camera -- Camera Two: The Student Camera -- Camera Three: The Whole Class Camera -- Microphone Position.

Fieldnotes -- Student Written Work -- INTERVIEWS -- Individual Student Interviews -- Student Group Interviews -- The Teacher Interview -- OTHER SOURCES OF DATA -- Teacher Goals and Perceptions -- DATA CONFIGURATION AND STORAGE -- Transcription and Translation -- Data Storage -- ANALYTICAL TOOLS CAPABLE OF SUPPORTING SOPHISTICATED ANALYSES OF SUCH COMPLEX DATABASES -- REFERENCES -- AUTHOR INDEX -- SUBJECT INDEX.