Philosophical Reflection and Cooperative Practices in an Elementary School Mathematics Classroom.

Daniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Schleifer, Michael

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ625781

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0380-2361

EISSN: N/A

Philosophical Reflection and Cooperative Practices in an Elementary School Mathematics Classroom.

Daniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Schleifer, Michael

Canadian Journal of Education, v24 n4 p426-40 Fall 1999

Studied the social and cognitive activity that occurred when students were introduced to philosophical dialogue about mathematics in a class of 30 fifth graders. Changes in students' discussions showed that the dialogue evolved from monological exchanges to dialogical exchanges, but data also suggest that if philosophical dialogue is to develop, the teacher must be proficient in the role of mediator. (SLD)

Descriptors: Cognitive Processes, Elementary School Students, Intermediate Grades, Mathematics Instruction, Philosophy

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A