An Interactionist Perspective on Mathematics Learning: Conditions of Learning Opportunities in Mixed-Ability Groups within Linguistic Negotiation Processes

Autor/inn/en	Jung, Judith; Schütte, Marcus
Titel	An Interactionist Perspective on Mathematics Learning: Conditions of Learning Opportunities in Mixed-Ability Groups within Linguistic Negotiation Processes
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 6, S.1089-1099 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schütte, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0999-0
Schlagwörter	Educational Opportunities; Mathematics Education; Ability Grouping; Interaction; Learning Processes + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Mathematische Bildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Interaktion; Learning process; Lernprozess
Abstract	This paper illustrates that focusing on processes of interaction is crucial to a closer understanding of mathematical learning processes in mixed-ability groups. In doing so, the paper's focus is on expounding a theoretical-methodological framework of an interactionist perspective in mathematics education. This framework interlinks sociological and social-constructivist theories with subject-specific educational theories. As a result of two examples of analyses it becomes apparent that investigations on mathematics learning within linguistic negotiation processes, based on an interactionist-oriented theoretical frame, provide in-depth insights into individual learning possibilities of a diverse student body. These insights are made possible only by means of a detailed micro-sociological examination of collectively occurring learning processes within linguistic negotiation processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01