caa a22 4500 386315213 CHVBK 20180307111603.0 cr unu---uuuuu 161130e198803 xx s 000 0 eng 10.1017/S0310582200015236 doi S0310582200015236 pii (NATIONALLICENCE)cambridge-10.1017/S0310582200015236 Graham Beth Language and Mathematics in Some Aboriginal Classrooms [Elektronische Daten] [Beth Graham] Classroom talk often consists of teachers' questions and commands and children's responses or answers. While this may not be the best approach to learning it is nevertheless very common. In this paper, some of the talk that occurred in some Aboriginal classrooms (Graham, 1987) has been examined to see just what children were saying (and therefore thinking) and if teacher talk was focusing on the things children need to know if they are to learn mathematics more effectively in school. To begin with let us look at what some children are saying and therefore meaning as they respond to teachers' questions. Copyright © Cambridge University Press 1988 The Aboriginal Child at School Cambridge University Press 16/1(1988-03), 27-34 0310-5822 16:1<27 1988 16 JIE https://doi.org/10.1017/S0310582200015236 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0310582200015236 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Graham Beth NATIONALLICENCE 773 0- The Aboriginal Child at School Cambridge University Press 16/1(1988-03), 27-34 0310-5822 16:1<27 1988 16 JIE CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge