Mathematical practices as under-determined learning goals. The case of explaining diagrams in different classroom microcultures.

Autor/inn/en	Erath, Kirstin; Prediger, Susanne
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 kostenfreie Datei Link als defekt meldenVerfügbarkeit
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