Considering Dialogue as a Social Instrument in the Mathematics Class

Considering Dialogue as a Social Instrument in the Mathematics Class

Presents a dialogue between two mathematics teachers of different nationalities formulated around three points: (1) student role; (2) teacher role; and (3) how dialogue may be understood as a medium for teaching. Offers some conclusions on which this form of teaching may be based. (KHR)

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Bibliographische Detailangaben
Veröffentlicht in:For the learning of mathematics 2003-03, Vol.23 (1), p.30-40
1. Verfasser: Sanchez, Jose M. Chamoso
Format: Artikel
Sprache:eng
Schlagworte:
Discourse Analysis
Foreign Countries
Higher Education
Learning
Mathematical constructivism
Mathematical knowledge
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Teachers
Professional Development
Spain
Teacher education
Teachers
Triangles
Vertices
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Zusammenfassung:Presents a dialogue between two mathematics teachers of different nationalities formulated around three points: (1) student role; (2) teacher role; and (3) how dialogue may be understood as a medium for teaching. Offers some conclusions on which this form of teaching may be based. (KHR)
ISSN:0228-0671