Fostering Classroom Communication on Representations of Functions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/in	Güçler, Beste
Titel	Fostering Classroom Communication on Representations of Functions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Experimental Teaching; Mathematical Concepts; Mathematical Applications; Postsecondary Education; Teaching Methods; Discussion (Teaching Technique); Discourse Analysis + Suchen Sie Ihr Suchwort? Klassengespräch; Experimentalunterricht; Experimentelle Pädagogik; Angewandte Mathematik; Innermathematische Anwendung; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse
Abstract	Teaching students how to use and interpret various representations of functions remains an enduring challenge for educators. Providing students access to such representations is a key feature of providing them access to mathematical participation and communication. This study is based on a teaching experiment, which aims to provide students access to the discourse on representations of functions by eliciting students' discourses and making them explicit topics of reflection in a postsecondary classroom. The results indicate that the pedagogical approach used in this study has the potential to foster mathematical communication in the classroom as evidenced by students' awareness of the tacit aspects of their discourses that shape their thinking about representations of functions. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01