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This paper describes mathematics as a social practice and bases this idea on recent developments in diverse domains of research related to mathematical cognition. In the context of theoretical development, this paper is concerned with the question originally raised by Socrates but rephrased from the perspective of social practice theory: What kind of human being do members of a mathematics community value? How do they support the development of that kind of human being in their teaching practice? and How does a learner get socially transformed into that kind of human being when learning mathematics? This study reports on the ethnographic research of communication in a university mathematics department. A case study of a professor who taught mathematics for approximately 30 years at the university is presented. This routines shared among mathematicians in mathematical communication, particularly sequential ordering of a mathematical argument, are investigate. (Contains 47 references.) (ASK)

Descriptors: Case Studies, Classroom Communication, Discourse Analysis, Higher Education, Mathematics Education, Social Influences











Author: Ju, Mi-Kyung

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5646&id=ED443724



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