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Peer reviewed Peer reviewed
ERIC Number: EJ542916
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1050-4273
The Social Construction of Mathematical Knowledge: Presented Problems in Mathematics Classrooms.
Stone, Lynda
Issues in Applied Linguistics, v7 n1 p119-33 Jun 1996
Examined how mathematical problems are articulated, i.e. identified and defined, in the context of a fifth-grade lesson on equivalent fractions. Notes that classroom discourse limited to serial tasks constrained students' opportunities to develop relational knowledge about the properties and principles of equivalent fractions. (38 references) (Author/CK)
Descriptors: Articulation (Education), Class Activities, Context Effect, Course Content, Data Analysis, Discourse Analysis, Elementary School Students, Grade 5, Intermediate Grades, Mathematics Instruction, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A