0000000000992517
AUTHOR
Sinikka Kaartinen
showing 3 related works from this author
On Participating in Communities of Practice
2004
This chapter examines the social practices of three classroom communities where pedagogy in the learning of science draws on the socio-cultural perspective. The pedagogical framework for science education, defined in this study as a participatory approach, views learning as a collective process of meaning-making situated in cultural contexts (e.g. Cole, 1996; Sfard, 1998; Wells; 1999). There are three focuses of interest, namely, the nature of role negotiation between the members of the learning community, the application of cultural tools in collective activity, and the processes of making meaning for a scientific phenomenon. The social practices of the science classroom communities are ap…
The Interpersonal Dynamics of Collaborative Reasoning in Peer Interactive Dyads
2003
Abstract The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergen…
The role of semiotic tools in mediating shared meaning making in the learning of mathematics pedagogy
2015
This article investigates the role of semiotic tools as sign vehicles in mediating the socially shared meaning making process in the learning of mathematics pedagogy. Our particular interest is to investigate the evolving role of the social sign in learning within culturally organized activities. The participants in our study were a group of teachers participating in an in-service mathematics course whose pedagogy draws on the sociocultural perspective. A specific analysis method to unravel the nature of the semiotic tool as a sign vehicle was developed for the study. The results of the study suggest that socially shared meaning making around the semiotic sign vehicle consisted of seven pha…