What we can learn from analyzing the teacher’s role in collective argumentation
- 31 December 2002
- journal article
- Published by Elsevier BV in The Journal of Mathematical Behavior
- Vol. 21 (4), 423-440
- https://doi.org/10.1016/s0732-3123(02)00143-8
Abstract
No abstract availableThis publication has 9 references indexed in Scilit:
- Classroom mathematical practices in differential equationsThe Journal of Mathematical Behavior, 2002
- Argumentation, instructional design theory and students’ mathematical learning: a case for coordinating interpretive lensesThe Journal of Mathematical Behavior, 2002
- Beliefs and Norms in the Mathematics ClassroomPublished by Springer Science and Business Media LLC ,2002
- The Mathematical Education of TeachersCBMS Issues in Mathematics Education, 2001
- “You're going to want to find out which and prove it”: collective argumentation in a mathematics classroomLearning and Instruction, 1998
- Reflective Discourse and Collective ReflectionJournal for Research in Mathematics Education, 1997
- Sociomathematical Norms, Argumentation, and Autonomy in MathematicsJournal for Research in Mathematics Education, 1996
- Interaction and learning in mathematics classroom situationsEducational Studies in Mathematics, 1992
- A Constructivist Approach to Second Grade MathematicsPublished by Springer Science and Business Media LLC ,1991