Constructing Mathematics in an Interactive Classroom Context

Autor/inn/en	Lau, Paul Ngee-Kiong; Singh, Parmjit; Hwa, Tee-Yong
Titel	Constructing Mathematics in an Interactive Classroom Context
Quelle	In: Educational Studies in Mathematics, 72 (2009) 3, S.307-324 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-009-9196-y
Schlagwörter	Mathematics Activities; Learning Processes; Mathematics Instruction; Teaching Methods; Teacher Student Relationship; Interaction; Social Theories; Cultural Influences; Learning Strategies; Interviews; Teacher Attitudes; Student Attitudes; Lesson Plans + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Gesellschaftstheorie; Cultural influence; Kultureinfluss; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Lesson planning; Unterrichtsplanung
Abstract	This paper investigates the nature of the interaction between the teacher and students as they worked on different mathematics activities in a single classroom over a 10-month period. Sociocultural theories and the Vygotskian zone of proximal development provide the main framework for examining the teaching and learning processes and explaining the incorporation of a four-phase lesson plan as increasing participation of the teacher and students in the teaching and learning process. Drawing on the analyses of discourse from videotaped lessons and the interviews with the teacher and students, five different types of interactions that emphasized mathematical sense-making and justification of ideas and arguments were identified. Excerpts from transcriptions of such interactions are provided to illustrate the learning practices, either academic or non-academic, that students developed in response to these interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10