Literaturnachweis - Detailanzeige
| Autor/inn/en | Illaria, Daniel R.; Maher, Carolyn A. |
|---|---|
| Titel | Growth in Student Mathematical Understanding through Precalculus Student and Teacher Interactions. |
| Quelle | (2001), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Calculus; High School Students; Mathematical Applications; Mathematical Models; Mathematics Education; Secondary Education; Teacher Student Relationship Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Angewandte Mathematik; Innermathematische Anwendung; Mathematical model; Mathematisches Modell; Mathematische Bildung; Sekundarbereich; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | This paper investigates the role of teacher interaction in the development of mathematical understanding of five students who worked together on a math-modeling task. The dialogue between the teacher/researcher and students is analyzed. Preliminary findings suggest that where the mathematical thinking of the students was understood, interventions helped develop students' thinking. (Author) |
| Anmerkungen | ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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