Learning, participation and local school mathematics practice
| dc.contributor.author | Frade, C. | en |
| dc.contributor.author | Tatsis, K. | en |
| dc.date.accessioned | 2015-11-24T17:45:35Z | |
| dc.date.available | 2015-11-24T17:45:35Z | |
| dc.identifier.issn | 1551-3440 | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/15039 | |
| dc.rights | Default Licence | - |
| dc.subject | classroom discourse, communities of practice, local practices, mathematical learning, psychology of learning, sociological approaches | en |
| dc.title | Learning, participation and local school mathematics practice | en |
| heal.abstract | 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. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.identifier.secondary | http://www.math.umt.edu/tmme/vol6no1and2/TMME_vol6nos1and2_article10_pp.99_112.pdf | - |
| heal.journalName | The Montana Mathematics Enthusiast | en |
| heal.journalType | peer-reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 2009 | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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