Literaturnachweis - Detailanzeige
| Autor/in | Abtahi, Yasmine |
|---|---|
| Titel | The 'More Knowledgeable Other': A Necessity in the Zone of Proximal Development? |
| Quelle | In: For the Learning of Mathematics, 37 (2017) 1, S.35-39 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0228-0671 |
| Schlagwörter | Problem Solving; Fractions; Addition; Children; Knowledge Level; Instructional Materials |
| Abstract | In this writing, I report on how two 12-year old children used fraction strips to add 1/2 and 2/5. In their interaction with the tool, I look for the emergence of the tool-mediated Zone of Proximal Development to analyse the knowing that become available to the children. In thinking about this interaction, I ask what is the role of the more knowledgeable other? Who/what becomes one, in an interaction? Who possesses what is called "knowledge" more than the other, to then becomes "the more knowledgeable other"? Through the analysis of a transcript expert, I think about and tackle these questions. (As Provided). |
| Anmerkungen | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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