Teacher Guidance of Knowledge Construction [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.

Autor/inn/en	Schwarz, Baruch; Dreyfus, Tommy; Hadas, Nurit; Hershkowitz, Rina
Institution	International Group for the Psychology of Mathematics Education.
Titel	Teacher Guidance of Knowledge Construction [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.
Quelle	(2004), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 8; Teacher Guidance; Probability; Constructivism (Learning); Teaching Methods; Epistemology; Mathematics Instruction; Lesson Plans; Dialogs (Language) + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Lehrerberatung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Dialog; Dialogs; Dialogue; Dialogues
Abstract	This paper focuses on how teachers guide construction of knowledge in classrooms. We suggest that guidance hinges on the kind of dialogue teachers choose to engage students in. We propose several classroom dialogue types relevant for the construction of knowledge and suggest that critical dialogue is particularly effective for knowledge construction. We describe a lesson on probability conducted in a Grade 8 classroom in order to illustrate how a teacher chooses dialogue types, and to what extent she attends during dialogue to epistemic actions, which are constitutive of knowledge construction. [For complete proceedings, see ED489597.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10