ON THE MATHEMATICAL KNOWLEDGE UNDER CONSTRUCTION IN THE CLASSROOM: A COMPARATIVE STUDY

被引：0
|
作者：
Kaldrimidou, M. [1 ]
Sakonidis, H. [2 ]
Tzekaki, M. [3 ]
机构：
[1] Univ Ioannina, Ioannina, Greece
[2] Democritus Univ Thrace, Xanthi, Greece
[3] Aristotle Univ Thessaloniki, Thessaloniki, Greece
来源：
PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 3 | 2007年
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中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present article reports on an attempt to identify the epistemological status of the mathematical knowledge interactively shaped in the classroom. To this purpose, three theoretical approaches are utilized in order to comparatively analyze a lesson provided by a well-experienced teacher on algebra, aiming at identifying the epistemological status of the knowledge under construction through the lenses offered by them. The results show that this parallel and complementary exploitation is especially valid for deepening our understanding of the mathematical knowledge tinder construction in the classroom.
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页码：89 / +
页数：2
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