Sense-Making in Mathematics: Towards a Dialogical Framing [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).

Autor/in	Scheiner, Thorsten
Institution	Mathematics Education Research Group of Australasia
Titel	Sense-Making in Mathematics: Towards a Dialogical Framing [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comprehension; Mathematical Concepts; Teaching Methods; Mathematics; Concept Formation + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematik; Concept learning; Begriffsbildung
Abstract	This paper presents a new theoretical viewpoint blended from the perspectives that mathematical meaning is extracted (from objects falling under a particular concept) and that mathematical meaning is given (to objects that an individual interacts with). It is elaborated that neither uni-directional framing (whether involving extracting meaning or giving meaning) provides a comprehensive account of the complex emergence of evolving forms of meaning. It is argued for a framing that construes sense-making in mathematics as dialogical: where what meaning one extracts is a function of what meaning is given to, and vice versa. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01