ERIC Number: ED328086
Record Type: RIE
Publication Date: 1990-Apr
Interactional Problem-Solving in Mathematic Lessons: A Transcript Analysis.
von Kugelgen, Rainer
Difficulty in comprehending mathematical concepts is a consequence of the system of knowledge acquisition prevailing in schools, and more specifically, of the typical pattern of classroom interaction. In the common task-setting/task-solving pattern, the teacher divides the subject matter into segments. Students are involved interactively in developing isolated solution proposals to the tasks set for them. However, the subject matter is fragmented and decontextualized. This approach is particularly inadequate for mathematics instruction. An example of student-teacher classroom interaction illustrates how focusing on the teacher's agenda deprives the student of the opportunity to solve the problem in his or her own way. Placement of the problem in its appropriate context is necessary for thorough comprehension of mathematical concepts. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the World Congress of Applied Linguistics, sponsored by the International Association of Applied Linguistics, 9th, Thessaloniki, Greece, April 15-21, 1990).