Teaching Multidigit Multiplication: Combining Multiple Frameworks to Analyse a Class Episode

Autor/in	Clivaz, Stéphane
Titel	Teaching Multidigit Multiplication: Combining Multiple Frameworks to Analyse a Class Episode
Quelle	In: Educational Studies in Mathematics, 96 (2017) 3, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9770-7
Schlagwörter	Mathematics Instruction; Multiplication; Teaching Methods; Knowledge Level; Models; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Analogiemodell; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher's mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and ascending a priori analysis and an a posteriori analysis. This analysis shows a development of different didactical situations and some links between mathematical knowledge and pertinence. In the conclusion, the contribution of the frameworks from both French and Anglo-American origins is briefly addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01