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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ525147
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1033-2170
Negotiation of Meaning in Mathematics Classrooms: A Study of Two Year 5 Classes.
Frid, Sandra; Malone, John
Mathematics Education Research Journal, v7 n2 p132-47 Oct 1995
Investigated relationship between students' classroom experiences and how they construct mathematical meanings. Suggests that students determine meaning or correctness of mathematical activity according to teacher, intuition, familiarity, and procedural knowledge. The teacher emerged as playing the most valued role in sense making and ratifying of procedures or answers. (Author/SKS)
Descriptors: Classroom Communication, Elementary Education, Elementary School Students, Elementary School Teachers, Foreign Countries, Mathematical Concepts, Mathematics Instruction, Observation, Social Environment
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia; Mathematical Communication