Literaturnachweis - Detailanzeige
| Autor/inn/en | Wiles, Peter; Anderson, Rick |
|---|---|
| Titel | Using a Discursive Framework to Analyze Geometric Learning and Instruction [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019). |
| Quelle | (2019), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Geometry; Mathematics Instruction; Teaching Methods; Learning Processes; Discourse Analysis; Task Analysis; Grade 4; Elementary School Students; Classroom Communication; Comparative Analysis; Learning Theories |
| Abstract | In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We identify shifts in the discourse that occurred during the sequence. We then discuss how the characteristics of the students' geometric discourse informed task design and instruction. This perspective provided a useful means for linking instruction to student learning in an operationalized manner. [For the complete proceedings, see ED606556.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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