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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ540158
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Epistemological Investigation of Classroom Interaction in Elementary Mathematics Teaching.
Steinbring, Heinz
Educational Studies in Mathematics, v32 n1 p49-92 Jan 1997
In everyday teaching, the mathematical meaning of new knowledge is frequently devalued during ritualized formats of communication and replaced by social conventions. Specific aspects of the problem of meaning development were investigated in two second-grade teaching cases. These were used to develop decisive requirements for maintenance of an interactive constitution of meaning for mathematical knowledge. Contains 41 references. (Author/PVD)
Descriptors: Classroom Communication, Cognitive Development, Communication Research, Concept Formation, Elementary Education, Epistemology, Grade 2, Interaction, Learning, Learning Processes, Mathematics Instruction
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Communicative Funnel Pattern; Epistemological Research; Epistemological Triangle