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| Autoren | Erath, Kirstin; Prediger, Susanne |
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| Institution | International Group for the Psychology of Mathematics Education |
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| Titel | Mathematical practices as under-determined learning goals. The case of explaining diagrams in different classroom microcultures. |
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| URL | http://www.pmena.org/pmenaproceedings/PMENA 36 PME 38 2014 Proceedings Vol 3.pdf |
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| Erscheinungsjahr | 2014 |
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| Sammelwerk | Oesterle, Susan (Hrsg.); Liljedahl, Peter (Hrsg.); Nicol, Cynthia (Hrsg.); Allan, Darien (Hrsg.): Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education and the 36th conference of the North American Chapter of the Psychology of Mathematics Education. Vancouver, Canada <July 15-20, 2014>. |
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| Seitenzahl | S. 17-24 |
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| Verlag | Belo Horizonte, Brasilien: International Group for the Psychology of Mathematics Education |
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| Reihe | Proceedings of the Joint Meeting of PME 38 and PME-NA 36. Band 3 |
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| ISBN | 978-0-86491-363-0; 978-0-86491-360-9 |
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| ISSN | 0771 - 100X |
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| Dokumenttyp | Sammelwerksbeitrag; gedruckt; online |
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| Beigaben | Literaturangaben, Tabellen |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Chancengerechtigkeit und Teilhabe. Sozialer Wandel und Strategien der Förderung |
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| Schlagwörter | Mathematikunterricht; Klassenklima; Vergleichende Analyse; Videoanalyse; Mathematische Kompetenz; Interaktion; Schüler; Schuljahr 05; Erklärungsmuster; |
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| Abstract | More and more curricula and standards worldwide specify not only mathematical contents as learning goals but also process-oriented goals for mathematical practices. But even with clear formulations in the formal curricula, the implemented curricula of these mathematical practices can diverge substantially for different classroom cultures, as this research report shows for the discursive practice of “explaining”. By adopting an interactionist perspective, we compare the implemented curriculum in different video-recorded classroom microcultures. The comparative case study on the topic “explaining diagrams” in grade 5 shows that explaining practices and their underlying norms differ considerably with respect to explanandum, repertory of explanans in epistemic modes, and participation structures (Orig.). |
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| Projekt | Interaktive Verfahren der Etablierung von Passungen und Divergenzen für sprachliche und fachkulturelle Praktiken im Deutsch- und Mathematikunterricht
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| Förderkennzeichen | 01JC1112 |
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