ERIC Number: EJ648037
Record Type: CIJE
Publication Date: 2002
Reference Count: 0
Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom.
Forman, Ellice Ann; Ansell, Ellen
Journal of the Learning Sciences, v11 n2-3 p251-74 2002
Explores how inscriptions are used to create argumentative positions in two classroom episodes. Finds that the classroom activities resembled those of scientific communities in several ways: (1) Real-world, dilemma-driven problems were presented; (2) students evaluated the inscriptions offered in terms of their adequacy for advancing particular knowledge claims; and (3) the teachers helped their students reflect on, clarify, expand, evaluate, oppose, or integrate each other's explanations into their argumentative positions. (Author/MM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Special issue. Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning.