Sensing: Supporting Student Understanding of Decimal Knowledge [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p41-48.

Autor/inn/en	Hunter, Roberta; Anthony, Glenda
Titel	Sensing: Supporting Student Understanding of Decimal Knowledge [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p41-48.
Quelle	2 (2003), S.41-48 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Arithmetic; Mathematical Logic; Classroom Techniques; Naturalistic Observation; Lesson Observation Criteria; Interviews; Student Surveys; Participant Satisfaction; Science Process Skills; Mathematics Education; Educational Psychology; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematical logics; Mathematische Logik; Klassenführung; Naturbeobachtung; Unterrichtsmitschau; Interviewing; Interviewtechnik; Schülerbefragung; Mathematische Bildung; Erziehungspsychologie; Pädagogische Psychologie; Unterrichtserfolg
Abstract	Informed by theory and research in inquiry-based classrooms, this paper examines how classroom practices support students' understanding of decimals. Data from a six-month teaching experiment, based on the work of Moss and Case's (1999) use of percentages and metric measure as visible representations for students' emerging understanding of decimals, indicated that understanding was significantly influenced by a classroom climate that supported sense making. Sensing, established by a shared expectation, was used and extended in the form of sociomathematical norms associated with mathematical argument and authority. [For complete proceedings, see ED500859.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10