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Cognitive trajectories in response to proportional situations in adult education. (English)
Adults Learn. Math. 1, No. 2, 16-27 (2006).
Summary: Presents the results of a case study about the learning of proportional situations in a school for adults. The objective is to find ways of overcoming the forms of exclusion that occur in daily mathematics situations that involve the use of proportions for decision making. The authors study how dialogue intervenes in the resolution of the problems that are posed. To this end, they analyse the activity (in line with Leontiev, 1981) from the perspective of the development of content. They analyse the interaction and discourse as a speech act (in line with Searle, 1980). They propose the use of cognitive learning trajectories as a methodological tool to support the analysis of the discourse. Among other conclusions they found that perlocutionary speech acts can encourage learning, but can also create barriers when the speaker uses a position of power that breaks with egalitarian dialogue.
Classification: F88 C38 B60
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