NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ453790
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Characteristics of Classroom Mathematics Traditions: An Interactional Analysis.
Cobb, Paul; And Others
American Educational Research Journal, v29 n3 p573-604 Fall 1992
To clarify what it means to teach mathematics for understanding and to learn mathematics with understanding, an interactional analysis of video recordings of two lessons in elementary school classrooms is presented. The two classrooms illustrate two distinct classroom traditions, in which mathematics was learned with and without understanding, respectively. (SLD)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A