Patterns of interaction and construction of shared mathematical meaning in classroom
Résumé
In my research (Chico, 2014) with lesson data in a secondary mathematics classroom, I examine conversations among students and between students and the teacher and attempt to identify patterns of interaction as well as their impact on the production of a language of mathematics that can be interpreted as evidence of mathematical learning.
Domaines
EducationOrigine | Fichiers éditeurs autorisés sur une archive ouverte |
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