Macro-Situation and Numerical Knowledge Building: The Role of Pupils' Didactic Memory in Classroom Interactions

Autor/in	Fluckiger, Annick
Titel	Macro-Situation and Numerical Knowledge Building: The Role of Pupils' Didactic Memory in Classroom Interactions
Quelle	In: Educational Studies in Mathematics, 59 (2005) 1-3, S.59-84 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-5885-3
Schlagwörter	Teaching Methods; Recall (Psychology); Arithmetic; Numbers; Numeracy; Classroom Communication; Concept Teaching; Elementary School Students; Student Attitudes; Role Perception; Elementary School Mathematics; Theories; Interaction; Classroom Environment; Switzerland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Zahlenraum; Rechenkompetenz; Klassengespräch; Schülerverhalten; Role conception; Rollenverständnis; Elementare Mathematik; Schulmathematik; Theory; Theorie; Interaktion; Klassenklima; Unterrichtsklima; Schweiz
Abstract	This paper is based on a long-term didactic engineering about division problems (only in a numerical setting) at primary school. Situations and students' work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particular, it not only investigates how didactic memory is managed by the teacher, but also how students recall past events or reread those events in a-didactic situations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10