NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ643825
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-1954
Making Mathematical Meaning through Dialogue: "Once You Think of It, the Z Minus Three Seems Pretty Weird."
Zack, Vicki; Graves, Barbara
Educational Studies in Mathematics, v46 n1-3 p229-71 2001
Adopts a sociocultural perspective to investigate the role of discourse in children and teacher mathematical meaning making in a 5th grade inquiry classroom. Examines the process whereby individual and group developmental trajectories are constructed and allows exploration of the relationship between discourse and knowing. Argues for a more generative view of the zone of proximal development. (Author/MM)
Publication Type: Journal Articles; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A