Traces of classroom discourse in a posttest

Michal Tabach, Rina Hershkowitz, Shirly Azmon, Rasmussen Chris, Tommy Dreyfus

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Generally, we use two theoretical frameworks – Documenting Collective Activity
(DCA) and Abstraction in Context (AiC) for investigating knowledge construction and
knowledge shifts in classrooms. In this paper, we show that differences in the depth of
teacher questioning during whole class discussions may leave traces in individual
students' knowledge, which we were able to capture in students' explanations in a
written post-test.
Original languageEnglish
Title of host publicationProceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
EditorsCsaba Csíkos, Attila Rausch, Judit Szitányi
Place of PublicationSzeged, Hungary
PublisherPME
Pages259–266
Number of pages8
Volume4
ISBN (Print)9781365463457
StatePublished - 2016
Event44th Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19 Jul 202122 Jul 2021
Conference number: 44

Publication series

NamePME Conference. Proceedings
ISSN (Print)0771-100X

Conference

Conference44th Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME
Country/TerritoryThailand
CityKhon Kaen
Period19/07/2122/07/21

Fingerprint

Dive into the research topics of 'Traces of classroom discourse in a posttest'. Together they form a unique fingerprint.

Cite this