Student speech as an instructional priority: mathematics classrooms in seven culturally-differentiated cities

Student spoken use of mathematical terminology in public and private classroom discourse distinguishes one mathematics classroom from another. While student-student spoken interactions were frequent in the classrooms studied in Berlin, Melbourne, and San Diego, and non-existent in Shanghai and Seoul, student use of mathematical terminology varied significantly. The variation between the practices of the mathematics classrooms studied in Seoul, Shanghai, Hong Kong and Tokyo problematizes any simplistic characterization of “the Asian classroom.” Our results demonstrate that student spoken facility with the technical language of mathematics requires deliberate scaffolding and, interestingly, this can be achieved through either public or private discourse.

Offensive agility techniques performed during international netball competition

Netball is a sport characterised by sharp changes-of-direction to break free from opponents. The ability of players to use changes-of-direction to evade opponents is, therefore, an important aspect of attacking play. The purpose of this study was to examine the performance and outcomes of offensive agility techniques utilised by netball players. Offensive agility techniques were assessed for the type of manoeuvre performed and performance outcome using video footage of three international matches. Mid and attacking playing positions performed a greater frequency of manoeuvres than defensive playing positions. The type of manoeuvre was found to have no influence on the performance outcome. The performance outcome is likely influenced by additional factors, such as location on the court, time constraints, or features of defensive opponents. Overall, the use of offensive agility manoeuvres was identified as an important aspect of attacking play in netball, particularly for the mid and attacking playing positions.