The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions

Autor/inn/en	Nilsson, Per; Ryve, Andreas
Titel	The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 5, S.609-623 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2013.821087
Schlagwörter	Role; Games; Mathematics Instruction; Cooperative Learning; Probability; Foreign Countries; Group Discussion; Discourse Analysis; Early Adolescents; Sweden + Suchen Sie Ihr Suchwort? Rollen; Game; Spiel; Spiele; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Ausland; Gruppendiskussion; Diskursanalyse; Schweden
Abstract	This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of "focal projects" and "contextualization." The analysis investigates two students (12-13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10