ERIC Number: ED409198
Record Type: RIE
Publication Date: 1997-Mar
Explanation as an Interactive Accomplishment: A Case Study of One Second-Grade Mathematics Classroom.
The purpose of this paper is to investigate how explanation is interactively constituted in two mathematics instructional sequences during one year-long teaching experiment in a second grade classroom. The position taken is that classroom norms for what constitutes an acceptable explanation are a joint construction between teacher and students. Previous work shows that in inquiry-oriented mathematics classrooms, students shift from using social reasons to justify mathematical activity to giving explanations based on experientially-real mathematical objects. Explanation itself becomes an object of reflection during this process. The focus on explanation in this study is extended to include an analysis of the relationship between children's explanations and the classroom mathematical practices that emerge as the instructional sequences progress. Findings significantly demonstrate the emerging nature of explanation and clarify the interrelationship between explanation and other classroom mathematical activity. Contains 23 references. (Author/DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March, 1997).