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ERIC Number: ED489639
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Reference Count: 9
ISBN: N/A
ISSN: N/A
Teacher Guidance of Knowledge Construction
Schwarz, Baruch; Dreyfus, Tommy; Hadas, Nurit; Hershkowitz, Rina
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This paper focuses on how teachers guide construction of knowledge in classrooms. We suggest that guidance hinges on the kind of dialogue teachers choose to engage students in. We propose several classroom dialogue types relevant for the construction of knowledge and suggest that critical dialogue is particularly effective for knowledge construction. We describe a lesson on probability conducted in a Grade 8 classroom in order to illustrate how a teacher chooses dialogue types, and to what extent she attends during dialogue to epistemic actions, which are constitutive of knowledge construction. [For complete proceedings, see ED489597.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.