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Interaction and learning in mathematics classroom situations

Identifieur interne : 001085 ( Main/Exploration ); précédent : 001084; suivant : 001086

Interaction and learning in mathematics classroom situations

Auteurs : Paul Cobb [États-Unis] ; Erna Yackel [États-Unis] ; Terry Wood [États-Unis]

Source :

RBID : ISTEX:5A5BCB4F7461BC47082EDBD18F551A9FEC6DB834

Abstract

Abstract: An analysis of one ten minute episode in which three seven year-old students engage in collaborative small group activity is presented to explore the relationship between individual learning and group development. Particular attention is given to the establishment of a taken-as-shared basis for mathematical activity and to the attainment of intersubjectivity. From a perspective which treats communication as a process of active interpretation and mutual adaptation, learning as it occurs in the course of social interaction is characterized as a circular, self-referential sequence of events rather than a linear cause-effect chain. In addition, the relationship between individual learning and group development is such that the students can be said to have participated in the establishment of the situations in which they learned.

Url:
DOI: 10.1007/BF00302315


Affiliations:


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