Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Erath, Kirstin; Prediger, Susanne
Titel	Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Curriculum; Curriculum Implementation; Mathematics Education; Discourse Analysis; Visual Aids; Elementary School Mathematics; Elementary School Students; Grade 5; Mathematical Concepts; Mathematics Instruction; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Diskursanalyse; Anschauungsmaterial; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht
Abstract	More and more curricula and standards worldwide specify not only mathematical contents as learning goals but also process-oriented goals for mathematical practices. But even with clear formulations in the formal curricula, the implemented curricula of these mathematical practices can diverge substantially for different classroom cultures, as this research report shows for the discursive practice of "explaining". By adopting an interactionist perspective, we compare the implemented curriculum in different video- recorded classroom microcultures. The comparative case study on the topic "explaining diagrams" in grade 5 shows that explaining practices and their underlying norms differ considerably with respect to explanandum, repertory of explanans in epistemic modes, and participation structures. [For the complete proceedings, see ED597799.] (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