ERIC Number: ED573200
Record Type: Non-Journal
Publication Date: 2012-Jul
Abstractor: As Provided
Reference Count: 15
Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms
Ellerton, Nerida F.; Vaiyavutjamai, Pongchawee; Clements, M. A.
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of "drawing out"--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks.
Descriptors: Mathematics Education, Mathematics, Equations (Mathematics), Mathematical Concepts, Mathematics Teachers, Mixed Methods Research, Teaching Methods, Pretests Posttests
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: firstname.lastname@example.org; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: Mathematics Education Research Group of Australasia