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Students' meaning making in a collaborative classroom practice as initiated by two teachers
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-8382-3197
2011 (English)In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education: Vol. 4: Developing Mathematical Thinking, Vol. 2 / [ed] Behiye Ubuz, Ankara, 2011, 2-361-2-368 p.Conference paper (Refereed)
Abstract [en]

This paper reports the nature of classroom practice that afforded students' meaning making at an upper secondary mathematics classroom in Norway. The participation of both teachers and students in the collaborative classroom practice they jointly establish is outlined. A longitudinal and person-in-practice view sheds light not only on the meaning producing foreground that was initiated, but also the nature of its growth. An artefact of instructional practice of two teachers Olaf and Knut is thus evidenced. In this there is opportunity to appreciate mathematical content, pedagogy and students' thinking in an integrated manner – making such knowledge useful and usable by practising as well as prospective teachers of mathematics.

Place, publisher, year, edition, pages
Ankara, 2011. 2-361-2-368 p.
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:umu:diva-42555ISBN: 978-975-429-262-6OAI: oai:DiVA.org:umu-42555DiVA: diva2:409584
Conference
The 35th Conference of the Psychology of Mathematics Eduction (PME), 10th - 15th July 2011, Ankara, Turkey
Available from: 2011-04-08 Created: 2011-04-08 Last updated: 2016-12-05Bibliographically approved

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Gade, Sharada
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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