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6 février 2019
- handle: 10670/1.fbiq5q
- hal: hal-02430179
info:eu-repo/semantics/OpenAccess
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School life Students--Education Pupils Student life and customsCiter ce document
Karin Rudsberg et al., « Investigating the relation between teachers’ actions and students’ meaning making of mathematics », HAL-SHS : sciences de l'éducation, ID : 10670/1.fbiq5q
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In this paper we present and illustrate a framework for analyzing the relation between teachers’ actions and students’ meaning making in mathematics. We adopt a pragmatic perspective on learning, and a methodological approach using already analyzed material, to see whether and how the framework of epistemological move analysis can contribute when analyzing the relation between teachers’ actions and students’ meaning making. The results suggest that epistemological move analysis can be used to identify teachers’ purpose in students meaning making in mathematics, by analyzing students’ responses. Further, it makes it possible to identify what earlier knowledge students use, and how they use it, to re-actualize mathematical objects, relations and concepts.