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ERIC Number: ED489706
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 198
Abstractor: Author
Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge
Chapman, Olive
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This paper reports on teachers? practical knowledge [PK] about peer interactions [PI] in learning mathematics. The focus is on high school teachers who consistently engaged students PI in their teaching. Data consisted of interviews and classroom observations. Findings indicate that these teachers have PK of students? roles in PI and learning activities and teacher?s behaviors to support PI that creates a meaningful classroom culture to facilitate PI in learning mathematics. Their classroom experiences and their conceptions of mathematics and learning played an important role in the PK. Their PK offers insights into pedagogical strategies that can be effective in facilitating PI. PK is a basis for teachers' sense making and can play an import role in teacher education. [For complete proceedings, see ED489632.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: High Schools; Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A