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Interaction and Discourse in the Mathematics Classroom

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Author(s): AMPARO FORERO-SÁENZ

Journal: Universitas Psychologica
ISSN 1657-9267

Volume: 7;
Issue: 3;
Start page: 787;
Date: 2008;
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Keywords: Mathematics Education | Mental Processes | Discourse Analysis

ABSTRACT
This article presents developments in research concerning communication in the mathematics classroom. Specifically, it describes the discourse that arises in the classroom when the act of teaching-learning a particular concept of mathematics takes place guided by an “Expert educator”. From a case study, with ethnographic methodologies and analysis of the discourse, it tries to offer an analysis tool that enables teachers and psychologists to find the answers to questions such as: which discursive functions and strategies are privileged in the learning process; how do the actions of the participants are organized in the didactic sequences; and how do processes of attribution and modification of meaning appearin their discourse.
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