By Helle Alrø
Discussion and studying in arithmetic schooling is anxious with communique in arithmetic class-rooms. In a chain of empirical experiences of venture paintings, we keep on with scholars' inquiry cooperation in addition to scholars' obstructions to inquiry cooperation. either are thought of vital for a conception of studying arithmetic. targeted recognition is paid to the notions of `dialogue' and `critique'. A primary notion is that `dialogue' helps `critical studying of mathematics'. The hyperlink among discussion and critique is constructed extra through together with the notions of `intention' and `reflection'. hence a thought of studying arithmetic is constructed that is resonant with serious arithmetic schooling.
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Extra resources for Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique (Mathematics Education Library)
In the following example, we see how the students try to get hold of the points of the educational process. They want to be part of the process and to adjust their perspectives to the teacher intentions. We observe a situation where the logic of schooling is challenged, because the situation in the classroom is open. This makes it possible to observe students in new roles as well as other patterns of communication. The students do not follow any minimal-response strategy. They become active. ’ 25 The textbook MATEMA26, from which the topic 24 25 ‘Negotiation of meaning’ is a related term that is used by Voigt (1994).
Have this one called ‘Politiken’, and then another one called ‘Aktuelt’, it looks like this. It looks a little different from the other two, as you can see. Now look at it, you can see there is a difference, can’t you? It is smaller, [about ‘Aktuelt’] Yes, it is smaller. Yet maybe there is no less in it. Right. It may be that there is as much text in it, it depends on the number of pictures. By the way, you can see the weather forecast here on the back. Can you see? You are going to measure in the groups you are in at the moment...
Teacher: It isn’t always just a question of easiness. (8) Teacher: The first condition for calculating correctly is that you put it down correctly. (9) Teacher: If they made the exercise, they are the ones to decide whether it is right, aren’t they? In (7) the teacher wants a different marking of the numbers used by the student in an exercise. The student writes his proposal on the blackboard. He argues that his marking method is quite as easy, which is indirectly rejected by the teacher. But the teacher does not argue why drawing a line should be a better or more correct way of marking than putting a cross above the numbers.
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