ERIC Number: ED489554
Record Type: Non-Journal
Publication Date: 2004-Jul
Reference Count: 14
Textual Differences as Conditions for Learning Processes
Hoines, Marit Johnsen
International Group for the Psychology of Mathematics Education, 28th Bergen, Norway, July 14-18, 2004
The aim of the study (Johnsen Hoines 2002) reported here was to shed light on the process through which student teachers express and interpret their understandings about mathematical notions and thereby gain insight into them. This paper focuses on how students cooperate and move between different ways of understandings. It emphases in particular on how differences in the ways of explaining a mathematical content make different conditions for the dialogue and learning processes that develop. [For complete proceedings, see ED 489538].
Descriptors: Learning Processes, Student Teachers, Mathematical Concepts, Teaching Methods, Comprehension
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Collected Works - Proceedings; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.