Working in the mathematics frame: Maximizing the potential to learn from students' mathematics classroom discussions

被引：0

作者：

Mcnair R.E. ^{[1
]}

机构：

[1] Department of Mathematics, Delaware State University, Dover

来源：

Educational Studies in Mathematics | 2000年 / 42卷 / 2期

关键词：

Classroom discourse; Classroom instruction; Discourse analysis; Mathematics learning; Small group discussions;

D O I：

10.1023/A:1004143014409

中图分类号：

学科分类号：

摘要：

The quality of students' mathematics classroom discussions is an important factor in determining mathematics classroom learning outcomes. Good mathematics classroom discussions provide an opportunity for ideas to be shared and developed, but not all mathematics classroom discussions produce these learning opportunities. In this paper I discuss three constructs (subject, purpose, and frame) and how they can be used to analyze and characterize the quality of students' mathematics classroom discussions in terms of the mathematics learning potential that those discussions provide. © 2001 Kluwer Academic Publishers.

引用

页码：197 / 209

页数：12