Content, interaction, or both? Synthesizing two german traditions in a video study on learning to explain in mathemtics classroom microculture.

Autor/inn/en	Prediger, Susanne; Erath, Kirstin
Titel	Content, interaction, or both? Synthesizing two german traditions in a video study on learning to explain in mathemtics classroom microculture.
Quelle	In: Eurasia Journal of mathematics, science and technology education, 10 (2015) 4, S. 313-327Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2014.1085a
Schlagwörter	Deutschland; Interaktion; Mathematikunterricht; Konversationsanalyse; Fachdidaktik; Videoaufzeichnung; Schuljahr 05; Schüler-Lehrer-Beziehung; Interaktion; Videoaufzeichnung; Fachdidaktik; Konversationsanalyse; Mathematikunterricht; Erklären; Deutschland
Abstract	How do students learn to explain? We take this exemplary research question for presenting two antagonist traditions in German mathematics education research and their synthesis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and specifications of mathematical contents, and (2) the interactionist approach. By presenting the theoretical framework and some empirical insights, the article shows that learning to explain can be conceptualized as increasingly participating in navigating practices through different epis-temic fields (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3