6533b82cfe1ef96bd12906e3
RESEARCH PRODUCT
Capturing learning in classroom interaction in mathematics: Methodological considerations
Jorunn ReinhardtsenMartin CarlsenRoger Säljösubject
[SHS.EDU]Humanities and Social Sciences/Education[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO][SHS.EDU] Humanities and Social Sciences/Education[MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO]Analytical approachesknowledge objectificationmultimodalitydescription
International audience; This paper discusses issues of how to transcribe and analyze video-recordings when studying learning in small group work in mathematics. Since bodily features of interaction and the use of artefacts play important roles in mathematical reasoning, a multimodal approach to transcribing is necessary. Thus, the theoretical grounding for transcriptions has to be in accord with the perspective on learning adopted in the analysis. In the paper, the principles for studying what Radford (2000) refers to as knowledge objectification processes when learning mathematics will be discussed.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2015-02-04 |