协商、论证和参与:数学课堂中日常教与学情境中的三个基本概念

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory Into Practice Pub Date : 2022-10-19 DOI:10.1080/00405841.2022.2135901

Götz Krummheuer

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引用次数: 2

摘要

本文分享了一篇在2022年5月20日举行的特里·l·伍德纪念会议上作为主题演讲的论文。本文首先介绍了由斯宾塞基金会资助的“心理学和社会学视角的协调”项目。该项目的研究结果发表在Cobb和Bauersfeld编辑的《The Emergence of Mathematical Meaning》(1995)一书中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Negotiation, argumentation and participation: Three basic concepts referring to everyday procedures in teaching and learning situations in mathematics classes

ABSTRACT This article shares a paper presented as the keynote for the Terry L. Wood Memorial Conference that was held virtually on May 20, 2022. This paper starts with a reference to the project, The Coordination of a Psychological and Sociological Perspective, that was funded by the Spencer Foundation. The results of the research in this project are published in the book, The Emergence of Mathematical Meaning, edited by Cobb and Bauersfeld (1995).

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来源期刊

Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

3.10%

发文量

期刊介绍： Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.