ERIC Number: ED466631
Record Type: RIE
Publication Date: 2001-Jul
Reference Count: N/A
Explanation, Justification and Argumentation in Mathematics Classrooms.
Interest in mathematics learning that focuses on understanding, mathematical reasoning, and meaning-making underscores the need to develop ways of analyzing classrooms that foster certain types of learning. The goal of this paper is to show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist perspective, provide a means to analyze aspects of explanation, justification, and argumentation in mathematics classrooms. (Contains 23 references.) (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (25th, Utrecht, The Netherlands, July 12-17, 2001). Volumes 1-4; see SE 065 634.