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Hambleton et al. (2009) How Do Other Countries Measure Up to the Mathematics Achievement Levels on the National Assessment of Educational Progress? - Applied Measurement in Education
I must get a copy of this article! It seems really interesting.
23 Nov 09
Cai & Wang (2009)
Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States
van Es & Sherin (2009)
The influence of video clubs on teachers’ thinking and practice
15 Nov 09
Research and Developments in Probability Education
Research and Developments in Probability Education
Manfred Borovcnik & Ramesh Kapadia
International Electronic Journal of Mathematics Education, Volume 4, Number 3, October 2009
The Role of Mathematics Discourse in Producing Leaders of Discourse || Information Age Publishing
TMME Monograph, October 2009
NOMAD 14(2), 2009. The case of Brandon: the dual nature of key ideas in the classroom | NCM:s och Nämnarens webbplats
"NOMAD 14(2), 2009. The case of Brandon: the dual nature of key ideas in the classroom
The case of Brandon: the dual nature of key ideas in the classroom
MANYA RAMAN SUNDSTRÖM & MICHELLE ZANDIEH
Abstract
This paper looks at proof production in the midst of classroom interaction. The setting is a college level geometry course in which students are working on the following task: Prove that two parallel transported lines in the plane are parallel in the sense that they do not intersect. A proof of this statement is traced from a student’s idea, through a small group discussion, to a large class discussion moderated by a teacher. As the proof emerges through a series of increasingly public settings we see ways in which the key idea of the proof serves to both open and close class discussion. We look at several examples of opening and closing, showing how not only the key idea, but also the warrants and justifications connected to it, play an important role in the proof development.
Sammanfattning
Artikeln beskriver en studie av hur bevis konstrueras i interaktion mellan elever. Under en geometrilektion på ett amerikanskt college arbetar eleverna med följande uppgift: Bevisa att två parallellförskjutna linjer i planet är parallella i meningen att de inte skär varandra. Formuleringen av beviset följs från en idé från en av eleverna, via diskussion i en mindre grupp till en lärarledd diskussion i helklass. Allteftersom beviset utvecklas genom en följd av diskussioner i allt större grupper finner vi olika sätt varpå bevisets "key idea" bidrar till att både öppna och sluta diskussionen. Vi beskriver flera exempel på öppnande och slutande, och visar hur inte bara nyckelidén, utan även de rättfärdiganden och motiveringar som är knutna till den, spelar en viktig roll i utvecklingen av beviset.
MANYA RAMAN SUNDSTRÖM
Manya Sundström is Docent at Umeå University, and a member of Umeå Mathematics Education Research Centre. She comes to Sweden from the USA, where she worked as an Assistant Professor in mathematics and mathema
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