MAKING A DIFFERENCE: DISCURSIVE PRACTICES OF A UNIVERSITY INSTRUCTOR

被引：0

作者：

Knott, Libby ^{[1
]}

Olson, Jo Clay ^{[1
]}

Currie, Gina ^{[1
]}

机构：

[1] Washington State Univ, Pullman, WA 99164 USA

来源：

PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 3 | 2009年 / 3卷

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study is part of a larger project that investigated the impact of instructional practices on university students learning in pre-calculus classes. The students in one section consistently outperformed the students in the other sections and led us to investigate whether discursive practices used by the instructor promoted student learning. The theoretical framework is based on Truxaw's and Sfards' ideas about the functions of discourse and the subsequent development of mathematical ideas. Qualitative analysis using constant comparative and matrix methods indicates that how an instructor invites student participation and responds to students' comments determines the function of the discourse.

引用

页码：369 / 376

页数：8

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