Literaturnachweis - Detailanzeige
Autor/inn/en | Erath, Kirstin; Prediger, Susanne |
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Institution | International Group for the Psychology of Mathematics Education |
Titel | Mathematical practices as under-determined learning goals. The case of explaining diagrams in different classroom microcultures. |
Quelle | Aus: Oesterle, Susan (Hrsg.); Liljedahl, Peter (Hrsg.); Nicol, Cynthia (Hrsg.); Allan, Darien (Hrsg.): Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education and the 36th conference of the North American Chapter of the Psychology of Mathematics Education. Vancouver, Canada (July 15-20, 2014). Lebonfon, Québec: International Group for the Psychology of Mathematics Education (2014) S. 17-24
PDF als Volltext |
Reihe | Proceedings of the Joint Meeting of PME 38 and PME-NA 36. 3 |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISSN | 0771-100X |
ISBN | 978-0-86491-360-9; 978-0-86491-363-0 |
Schlagwörter | Schuljahr 05; Schüler; Interaktion; Curriculum; Unterrichtsgestaltung; Videoanalyse; Vergleichende Analyse; Mathematikunterricht; Mathematische Bildung; Mathematische Kompetenz; Erklärungsmuster |
Abstract | More and more curricula and standards worldwide specify not only mathematical contents as learning goals but also process-oriented goals for mathematical practices. But even with clear formulations in the formal curricula, the implemented curricula of these mathematical practices can diverge substantially for different classroom cultures, as this research report shows for the discursive practice of "explaining". By adopting an interactionist perspective, we compare the implemented curriculum in different video-recorded classroom microcultures. The comparative case study on the topic "explaining diagrams" in grade 5 shows that explaining practices and their underlying norms differ considerably with respect to explanandum, repertory of explanans in epistemic modes, and participation structures (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2020/3 |