Teacher Guidance of Knowledge Construction

Baruch Schwarz, Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz

Research output: Book/ReportReport

Abstract

This paper focuses on how teachers guide construction of knowledge in classrooms. We suggest that guidance hinges on the kind of dialogue teachers choose to engage students in. We propose several classroom dialogue types relevant for the construction of knowledge and suggest that critical dialogue is particularly effective for knowledge construction. We describe a lesson on probability conducted in a Grade 8 classroom in order to illustrate how a teacher chooses dialogue types, and to what extent she attends during dialogue to epistemic actions, which are constitutive of knowledge construction. [For complete proceedings, see ED489597.]
Original languageEnglish
PublisherInternational Group for the Psychology of Mathematics Education
Number of pages8
StatePublished - 2004

Keywords

  • ERIC, Resources in Education (RIE)
  • Grade 8
  • Mathematics Instruction
  • Teacher Guidance
  • Constructivism (Learning)
  • Epistemology
  • Probability
  • Lesson Plans
  • Teaching Methods
  • Dialogs (Language)

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