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Communication Dans Un Congrès Année : 2015

Capturing learning in classroom interaction in mathematics: Methodological considerations

Résumé

This paper discusses issues of how to transcribe and analyze video-recordings when studying learning in small group work in mathematics. Since bodily features of interaction and the use of artefacts play important roles in mathematical reasoning, a multimodal approach to transcribing is necessary. Thus, the theoretical grounding for transcriptions has to be in accord with the perspective on learning adopted in the analysis. In the paper, the principles for studying what Radford (2000) refers to as knowledge objectification processes when learning mathematics will be discussed.
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Dates et versions

hal-01287780 , version 1 (14-03-2016)

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  • HAL Id : hal-01287780 , version 1

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Jorunn Reinhardtsen, Martin Carlsen, Roger Säljö. Capturing learning in classroom interaction in mathematics: Methodological considerations. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1475-1481. ⟨hal-01287780⟩
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