Help on query formulation
The Social Construction of Mathematical Knowledge: Presented Problems in Mathematics Classrooms. (English)
Issues Appl. Linguist. 7, No. 1, 119-33 (1996).
Examined how mathematical problems are articulated, i.e. identified and defined, in the context of a fifth-grade lesson on equivalent fractions. Notes that classroom discourse limited to serial tasks constrained students’ opportunities to develop relational knowledge about the properties and principles of equivalent fractions. (ERIC)
Classification: C53
Valid XHTML 1.0 Transitional Valid CSS!