Learning, participation and local school mathematics practice
Abstract
Type
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peer-reviewed
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Journal name
The Montana Mathematics Enthusiast
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Description
This paper reports on a study whose aim was to examine students learning in terms of participation in collective mathematical discussions. Our basic theoretical assumptions are based on a combination of situated learning perspectives and a framework that links social and psychological approaches of mathematical activity and learning. The research was carried out in a Year-8 classroom (students were aged 12 to 13), and the mathematical subject under investigation was area measurement. Data are presented to illustrate possible correspondences between signs of learning and local changes of participation. We conclude by discussing some pedagogical implications resulting from the study.
Description
Keywords
classroom discourse, communities of practice, local practices, mathematical learning, psychology of learning, sociological approaches
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Citation
Link
http://www.math.umt.edu/tmme/vol6no1and2/TMME_vol6nos1and2_article10_pp.99_112.pdf
Language
en
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Institution and School/Department of submitter
Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης