Consideraciones metodológicas para la interpretación de procesos de interacción en el aula de matemáticas

Núria Planas, Núria Iranzo

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In this article, a part of model to analyze the description and interpretation of interactions inside the mathematics classroom is presented. The importance of real classroom cases that contribute to the deconstruction and interpretation of the mathematics classroom is argued from the double prospective of the mathematical content and the social interactions. To do so, the operational use andthe integration of notions associated with different theoretical traditions, especially the ones related to mathematical practices, sociomathematical norms, and conflict of meanings are presented. Once the analytical model is described, its use is applied to a transcribed episode of a lesson in a secondary classroom of Barcelona, Spain. Finally, reflections about the interest and potential of the model to generate scientific knowledge about the interaction in teaching and learning mathematics situations are discussed.
Original languageUndefined/Unknown
JournalRevista Latinoamericana de Investigación en Matemática Educativa
Publication statusPublished - 2009

Cite this