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dc.contributor.authorQuerol-Julián, Mercedes
dc.contributor.authorArteaga Martínez, Blanca
dc.date2019
dc.date.accessioned2020-09-14T13:58:38Z
dc.date.available2020-09-14T13:58:38Z
dc.identifier.isbn9789027202185
dc.identifier.issn0922-842X
dc.identifier.urihttps://reunir.unir.net/handle/123456789/10559
dc.descriptionCapítulo del libro "Pragmatics and Beyond New Series. John Benjamins Publishing Company"es_ES
dc.description.abstractThis chapter analyses how teachers, in synchronous videoconferencing lectures of Didactics in Mathematics, manage silence to promote engagement. The epistemology of Mathematics, with its specific semiotic resources, requires special consideration to guarantee an adequate acquisition of contents and teaching procedures. A qualitative approach allows the analysis of multimodal interaction during significant episodes of absence of talk, in a teaching-learning context with different communicative channels, oral for teachers (who are in front of the camera) and written for learners (who use the chat). Results reveal the importance of the multimodal strategies used to repair teachers' and learners' silence in two main situations: the IRF (Initiation-Response-Feedback) cycle initiated by teacher's questions and the teaching exchange when interacting with materials.es_ES
dc.language.isoenges_ES
dc.publisherPragmatics and Beyond New Serieses_ES
dc.relation.ispartofseries;vol. 301
dc.relation.urihttps://benjamins.com/catalog/pbns.301.16quees_ES
dc.rightsrestrictedAccesses_ES
dc.subjectmultimodal discoursees_ES
dc.subjectsilencees_ES
dc.subjectdidactics in mathematicses_ES
dc.subjectvideoconferencinges_ES
dc.subjectengagementes_ES
dc.subjectScopus(2)es_ES
dc.subjectWOS(2)es_ES
dc.titleSilence and engagement in the multimodal genre of synchronous videoconferencing lectures: The case of Didactics in Mathematicses_ES
dc.typebookPartes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1075/pbns.301.16que


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