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.
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 2 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 2 months ago
- RT @UMichFootball: It’s GAME DAY! And we’re back home! #GoBlue https://t.co/2D0LrxW26l 3 months ago
- RT @UMichFootball: Tomorrow, the Wolverines return to The Big House. “You get chills.” #GoBlue https://t.co/syU3YHTUxn 3 months ago
- RT @SpringerEdu: Special Issue from ZDM! Digital Curricula in Mathematics Education. Interested? Check this out link.springer.com/journal/11858/… htt… 3 months ago