Literaturnachweis - Detailanzeige
| Autor/inn/en | Ruthven, Kenneth; Hofmann, Riikka |
|---|---|
| Titel | A Case Study of Epistemic Order in Mathematics Classroom Dialogue |
| Quelle | In: PNA, 11 (2016) 1, S.5-33 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1886-1350 |
| Schlagwörter | Case Studies; Epistemology; Mathematics Curriculum; Mathematics Instruction; Classroom Communication; Discourse Analysis; Feedback (Response); Foreign Countries; National Curriculum; Followup Studies; Children; Mathematics Education; Teaching Methods; United Kingdom (England) |
| Abstract | We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk. These components are operationalised in terms of various types of structural and semantic analysis of dialogue. It is shown that a lesson segment displays a multi-layered epistemic order differing from that of conventional classroom recitation. (As Provided). |
| Anmerkungen | Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
