NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1035724
Record Type: Journal
Publication Date: 2014-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: EISSN-1305-8223
Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures
Prediger, Susanne; Erath, Kirstin
EURASIA Journal of Mathematics, Science & Technology Education, v10 n4 p313-327 Aug 2014
How do students learn to explain? We take this exemplary research question for presenting two antagonist traditions in German mathematics education research and their synthesis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and specifications of mathematical contents, and (2) the interactionist approach. By presenting the theoretical framework and some empirical insights, the article shows that learning to explain can be conceptualized as increasingly participating in navigating practices through different epistemic fields.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany