Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo.

Autor/inn/en	Xu, Lihua; Clarke, David
Titel	Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo.
Quelle	In: ZDM : mathematics education, 45 (2013) 1, S. 61-72 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0442-x
Schlagwörter	Lehr-Lern-Prozess; Unterrichtskultur; Mathematikunterricht; Diskurs
Abstract	It is widely acknowledged that discursive practice in classrooms plays a key role in student learning of mathematics. This study extends a previous study on spoken mathematics [the authors, ibid. 40, No. 6, 963-972 (2008; ME 2009f.00221)] and seeks to compare the discursive practices in classrooms from Seoul, Shanghai and Tokyo with a particular focus on meta-discursive rules [A. Sfard, Educ. Stud. Math. 46, No. 1-3, 13-57 (2001; ME 2002c.01881); Thinking as communicating. Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press (2008; ME 2011d.00346)] that regulate exchanges between the teacher and students. The analysis centres on the events when the topic of "linear equations" was introduced. The similarities and differences of the three classrooms suggest that while the shared macrocultural values and beliefs may frame the social activity of the classrooms in similar ways, the meta-discursive rules of classroom microculture determine the opportunities for student learning in mathematics.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/4