Analyses des discours non strictement mathematiques accompagnant des cours de mathematiques (Analysis of Not Strictly Mathematical Discourse in Mathematics Classes).

Robert, Aline

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Peer reviewed

ERIC Number: EJ504016

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-1954

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Analyses des discours non strictement mathematiques accompagnant des cours de mathematiques (Analysis of Not Strictly Mathematical Discourse in Mathematics Classes).

Robert, Aline

Educational Studies in Mathematics, v28 n1 p73-86 Jan 1995

Examines discourse, not strictly mathematical, that teachers might adopt in a mathematics class and presents three major functions of such discourse: communication; structuring and labeling; and reflection. Develops lines for further inquiry, notably on the third function, the most likely focus for specific preparation by the teacher. (13 references) (Author)

Descriptors: Conceptual Tempo, Discussion (Teaching Technique), Mathematics Education, Mathematics Instruction, Secondary Education, Teaching Methods

Publication Type: Opinion Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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