Centripetal and centrifugal forces in teacher-class dialogues in inquiry-based mathematics
Résumé
In this report I examine classroom dialogue in the practice of a teacher who is explicitly committed to a dialogical, inquiry-based approach to teaching mathematics. Of primary interest are the ways in which the dialogues on the mathematical tasks are in continual tension, alternately being pulled towards and pushed away from a proper mathematical discourse, as seen from my perspective as a mathematics educator and an observer of the lessons in the classroom.
Origine | Fichiers produits par l'(les) auteur(s) |
---|
Loading...