Capturing learning in classroom interaction in mathematics: Methodological considerations

Fiche du document

Auteurs
Date

4 février 2015

Discipline
Type de document
Périmètre
Langue
Identifiants
Source

HAL-SHS : sciences de l'éducation

Collection

Archives ouvertes

Organisation

Centre pour la communication scientifique directe

Licence

info:eu-repo/semantics/OpenAccess

Mots-clés En

Analytical approaches knowledge objectification multimodality

Sujets proches En

Learning process Scholarship Learning

Citer ce document

Jorunn Reinhardtsen et al., « Capturing learning in classroom interaction in mathematics: Methodological considerations », HAL-SHS : sciences de l'éducation, ID : 10670/1.qtxtw1

Métriques

Partage / Export

Résumé En

This paper discusses issues of how to transcribe and analyze video-recordings when studying learning in small group work in mathematics. Since bodily features of interaction and the use of artefacts play important roles in mathematical reasoning, a multimodal approach to transcribing is necessary. Thus, the theoretical grounding for transcriptions has to be in accord with the perspective on learning adopted in the analysis. In the paper, the principles for studying what Radford (2000) refers to as knowledge objectification processes when learning mathematics will be discussed.

document thumbnail

Par les mêmes auteurs

Sur les mêmes sujets

Sur les mêmes disciplines

Exporter en