This paper investigates the nature of the interaction between the teacher and students as they worked on different mathematics activities in a single classroom over a 10-month period. Sociocultural theories and the Vygotskian zone of proximal development provide the main framework for examining the teaching and learning processes and explaining the incorporation of a four-phase lesson plan as increasing participation of the teacher and students in the teaching and learning process. Drawing on the analyses of discourse from videotaped lessons and the interviews with the teacher and students, five different types of interactions that emphasized mathematical sense-making and justification of ideas and arguments were identified. Excerpts from transcriptions of such interactions are provided to illustrate the learning practices, either academic or non-academic, that students developed in response to these interactions.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 2 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 2 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 2 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 7 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago