
06452168
a
2015d.00201
Guerreiro, Ant\'onio
da Ponte, Jo\~ao Pedro
Serrazina, Lurdes
Mathematical communication: teachers' recognition of the singularity of students' knowledge.
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 610, 2013. Ankara: Middle East Technical University (ISBN 9789754293159). 30753084 (2013).
2013
Ankara: Middle East Technical University
EN
C50
C70
D40
mathematical communication
modes of communication
interaction patterns
teaching practices
collaborative work
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.