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 and the 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.
|Journal||Revista Latinoamericana de Investigacion en Matematica Educativa|
|Publication status||Published - 1 Jul 2009|
- Classroom data
- Conflicts between meanings
- Mathematical practices
- Process of interaction
- Sociomathematical norms
Planas, N., & Iranzo, N. (2009). Methodological considerations for interpretation of interactions in the mathematics classroom. Revista Latinoamericana de Investigacion en Matematica Educativa, 12(2), 179-213.