Reconstruction of teachers' professional vision concerning important aspects of classroom interaction.

Autor/in	Vogler, Anna-Marietha
Titel	Reconstruction of teachers' professional vision concerning important aspects of classroom interaction.
Quelle	Aus: Krainer, Konrad (Hrsg.); Vondrova, Nad'a (Hrsg.): Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Prag: Charles University in Prague, Faculty of Education and ERME (2015) S. 1510-1516 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-80-7290-844-8
Schlagwörter	Gruppendiskussion; Schüler; Interaktion; Unterrichtsteilnahme; Unterrichtsgestaltung; Videoanalyse; Vergleichende Analyse; Mathematikunterricht; Mathematische Kompetenz
Abstract	Participation in classroom interactions gives students the opportunity to learn subject-specific topics and to acquire discourse competences. Hence, there is a multitude of research concerning arrangements which enable learners to successfully participate. But what counts as an adequate contribution, enabling students to successfully participate in mathematical classroom interactions and, especially, what counts from the teachers' perspective? Based on the fact that the teachers' perspective on adequacy of considerations in interactions highly influences the teachers' acting and support in the classroom, the study INTERPASS investigates the teachers' perspective within video stimulated group discussions. One of the identified motives of the teachers' perspectives is presented in detail in the following (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3