id: 06254256
dt: a
an: 2014a.00299
au: Kaldrimidou, Maria; Sakonidis, Haralambos; Tzekaki, Marianna
ti: Teachers’ management of meaning construction in the mathematics
classroom.
so: Anthony, Glenda (ed.) et al., Teachers of mathematics: recruitment and
retention, professional development and identity. Papers based on the
presentations at the 10th international congress on mathematical
education (ICME 10), Copenhagen, Denmark, July 4‒11, 2004.
Linköping: Svensk Förening för MatematikDidaktisk Forskning (ISBN
978-91-973934-7-8/pbk). Skrifter vrån Svensk Förening för
MatematikDidaktisk Forskning (SMDF) 8, 101-112 (2010).
py: 2010
pu: Linköping: Svensk Förening för MatematikDidaktisk Forskning
la: EN
cc: C70 C30 D70
ut: teachers’ role; meaning construction; students’ work; students’
errors; classroom management
ci:
li:
ab: Summary: The five studies presented here focus on aspects of teachers’
management of the construction of meaning in the mathematics classroom:
the ways they handle the epistemological features of mathematics, deal
with pupils’ work and errors as well as the communicative patterns
they adopt. The results show that the teachers tended to treat the
epistemological features of mathematics in a unified manner; their
interventions during the pupils’ engagement with a mathematical task
were very directive, and the communication patterns they followed did
not provide space for the mathematical meaning to be negotiated. These
findings suggest that the classroom management of the subject matter is
likely to distort the mathematical meaning constructed by the pupils,
and that it is dialectically related to the communicative practices
employed.
rv: