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Focal event, contextualization, and effective communication in the mathematics classroom
School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden .
Department of Education, Stockholm University, Stockholm, Sweden; Department of Education, University of Oxford, Oxford, United Kingdom.
2010 (engelsk)Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 74, nr 3, s. 241-258Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12-13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.

sted, utgiver, år, opplag, sider
2010. Vol. 74, nr 3, s. 241-258
Emneord [en]
Contextualization; Effective communication; Focal event; Learning opportunities; Small-group collaboration
HSV kategori
Forskningsprogram
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:oru:diva-43118DOI: 10.1007/s10649-010-9236-7ISI: 000292148500003Scopus ID: 2-s2.0-77953720411OAI: oai:DiVA.org:oru-43118DiVA, id: diva2:794485
Tilgjengelig fra: 2010-02-28 Laget: 2015-02-28 Sist oppdatert: 2017-12-04bibliografisk kontrollert

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