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ERIC Number: ED476630
Record Type: RIE
Publication Date: 2001
Pages: 9
Abstractor: N/A
Reference Count: N/A
Growth in Student Mathematical Understanding through Precalculus Student and Teacher Interactions.
Illaria, Daniel R.; Maher, Carolyn A.
This paper investigates the role of teacher interaction in the development of mathematical understanding of five students who worked together on a math-modeling task. The dialogue between the teacher/researcher and students is analyzed. Preliminary findings suggest that where the mathematical thinking of the students was understood, interventions helped develop students' thinking. (Author)
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p577-84. For full proceedings, see SE 065 231.