Literaturnachweis - Detailanzeige
| Autor/inn/en | Adams, Verna M.; Price, Terry M. |
|---|---|
| Titel | The Development of a Student Theory: The Role of Discourse. |
| Quelle | (1995), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Communication; Concept Formation; Discussion; Division; Grade 7; Junior High School Students; Junior High Schools; Mathematics Instruction |
| Abstract | This study examines the role of discourse in the development of students' understandings of a rule for determining if a number is divisible by 8. The rule was suggested by a student in a seventh-grade mathematics class. Its validity was investigated in whole-class discussions that occurred on 3 consecutive days. In addition to making field notes and videotaping classroom interactions, what students learned was investigated through the use of whole class surveys and interviews with 9 out of 29 students. Discourse served to sustain the investigation, to assist students' development of the idea, and to confuse students. Confusion occurred as a result of "failures of context" when the discourse failed to deal with the complexity of the language structure involved in a rule and to discriminate between meanings of words such as even and evenly. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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