id: 06452168
dt: a
an: 2015d.00201
au: Guerreiro, António; da Ponte, João Pedro; Serrazina, Lurdes
ti: Mathematical communication: teachers’ recognition of the singularity of
students’ knowledge.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 3075-3084 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: C50 C70 D40
ut: mathematical communication; modes of communication; interaction patterns;
teaching practices; collaborative work
ci:
li:
ab: Summary: This paper discusses the role of collaborative work in the
development of social interactions in the classroom and how teachers
value such interactions in the development of the modes of
communication, as well as in the interaction patterns centered on
student’ individual knowledge. Data are collected in the context of
collaborative work involving a researcher and three teachers
participating in this study. The development of the interaction among
the students themselves and between them and the teachers, along with
the recognition of the students’ singular mathematical knowledge
determined the adoption of reflexive and instructive modes of
communication and also the extraction and discussion patterns in
mathematical communication.
rv: