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ERIC Number: ED501093
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: N/A
An Interpreting Game in a Third Grade Classroom
Saenz-Ludlow, Adalira
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p79-86
The paper analyzes the dialogical interaction between a group of third graders and their teacher in one classroom episode. The semiotic and cognitive activity of the dialogical interaction is considered to be an "interpreting game". The episode exemplifies how in dialogical interaction the back-and-forth loops of interpretation, intention, and linguistic expression contributed to the emergence of meanings carry out by the equal sign. Dialogical interaction is considered to be an interpreting game in the sense of being a playful semiotic and cognitive activity between teacher and students constituted by "interpreting cycles" as their most elementary units of analysis. The interpreting game analyzed here is constituted by four interpreting cycles. [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A