Classroom Interaction as Reflection: Learning and Teaching Mathematics in a Community of Inquiry

Autor/in	Elbers, Ed
Titel	Classroom Interaction as Reflection: Learning and Teaching Mathematics in a Community of Inquiry
Quelle	In: Educational Studies in Mathematics, 54 (2003) 1, S.77-99 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1023/B:EDUC.0000005211.95182.90
Schlagwörter	Case Studies; Team Teaching; Elementary School Teachers; Teaching Methods; Researchers; Learning Activities; Interaction; Educational Innovation; Class Activities; Mathematics Instruction; Learning Processes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Researcher; Forscher; Lernaktivität; Interaktion; Instructional innovation; Bildungsinnovation; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess
Abstract	This article aims to contribute to the theory of mathematics instruction by highlighting and analysing Leen Streefland's work as a teacher in a primary school. Core ideas of Streefland's are discussed as part of a recent wave of educational innovations using the idea of learning communities. I present a case study of a lesson co-taught by Streefland and a primary school teacher (students between 11 and 13 years of age). Streefland addressed the students as "researchers" and gave them realistic problems to work on. Since they provided occasions for increasingly sophisticated solutions, the tasks given to the students stimulated processes of vertical mathematization. The students' role as researchers required them to construct novel ideas and present these to their classmates. The various solutions proposed by the students were used by the teachers to structure the learning activities in the classroom. The interaction between the common understandings in the classroom and the learning process of individual students shows that the classroom activities amount to a process of collective reflection. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10