Students constructing meaning for the number line in small-group discussions: negotiation of essential epistemological issues of visual representations.

Autor/inn/en	Gellert, Andrea; Steinbring, Heinz
Titel	Students constructing meaning for the number line in small-group discussions: negotiation of essential epistemological issues of visual representations.
Quelle	In: ZDM : mathematics education, 46 (2014) 1, S. 15-27 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0548-9
Schlagwörter	Kommunikation; Visuelles Medium; Zahlenstrahl; Erkenntnistheorie
Abstract	In mathematics classroom interaction, the multiple meanings of mathematical visual diagrams are often ignored; instead, depending on the given situation, they are read in a well-defined and unitary way. Mathematical visual representations are thus used even less in their epistemological function for learning, but more as pre-given subject matter. The purpose of this paper is to elaborate opportunities for negotiating and clarifying differences, dealing with a great variety of ways of interpreting visual diagrams that are brought into focus in interaction. Theory-based qualitative analyses of two exemplifying video episodes of small-group discussions negotiating their ideas on the topic "number line" show differences of meaning and the importance of conventions followed by mathematical deductions. Two mutually exclusive teacher behaviors within the communicative acts, reconstructed as a dominating way of instruction and a moderating way of focusing, are identified.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3