Traces of classroom discourse in a posttest

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

Traces of classroom discourse in a posttest

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

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-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 language	English
Title of host publication	Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
Editors	Csaba Csíkos, Attila Rausch, Judit Szitányi
Place of Publication	Szeged, Hungary
Publisher	PME
Pages	259–266
Number of pages	8
Volume	4
ISBN (Print)	9781365463457
State	Published - 2016
Event	44th Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand Duration: 19 Jul 2021 → 22 Jul 2021 Conference number: 44

Publication series

Name	PME Conference. Proceedings
ISSN (Print)	0771-100X

Conference

Conference	44th Conference of the International Group for the Psychology of Mathematics Education
Abbreviated title	PME
Country/Territory	Thailand
City	Khon Kaen
Period	19/07/21 → 22/07/21

Cite this

Tabach, Michal ; Hershkowitz, Rina ; Azmon, Shirly ; Chris, Rasmussen ; Dreyfus, Tommy. / Traces of classroom discourse in a posttest. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. editor / Csaba Csíkos ; Attila Rausch ; Judit Szitányi. Vol. 4 Szeged, Hungary : PME, 2016. pp. 259–266 (PME Conference. Proceedings).

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title = "Traces of classroom discourse in a posttest",

abstract = "Generally, we use two theoretical frameworks – Documenting Collective Activity(DCA) and Abstraction in Context (AiC) for investigating knowledge construction andknowledge shifts in classrooms. In this paper, we show that differences in the depth ofteacher questioning during whole class discussions may leave traces in individualstudents' knowledge, which we were able to capture in students' explanations in awritten post-test.",

author = "Michal Tabach and Rina Hershkowitz and Shirly Azmon and Rasmussen Chris and Tommy Dreyfus",

note = "This research was supported by THE ISRAEL SCIENCE FOUNDATION (grants No. 1057/12 and 438/15); null ; Conference date: 19-07-2021 Through 22-07-2021",

year = "2016",

language = "אנגלית",

isbn = "9781365463457",

volume = "4",

series = "PME Conference. Proceedings",

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pages = "259–266",

editor = "Cs{\'i}kos, {Csaba } and Rausch, {Attila } and Szit{\'a}nyi, {Judit }",

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Tabach, M, Hershkowitz, R, Azmon, S, Chris, R & Dreyfus, T 2016, Traces of classroom discourse in a posttest. in C Csíkos, A Rausch & J Szitányi (eds), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. vol. 4, PME Conference. Proceedings, PME, Szeged, Hungary, pp. 259–266, 44th Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen, Thailand, 19/07/21.

Traces of classroom discourse in a posttest. / Tabach, Michal; Hershkowitz, Rina; Azmon, Shirly ; Chris, Rasmussen; Dreyfus, Tommy.

Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. ed. / Csaba Csíkos; Attila Rausch; Judit Szitányi. Vol. 4 Szeged, Hungary : PME, 2016. p. 259–266 (PME Conference. Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Generally, we use two theoretical frameworks – Documenting Collective Activity(DCA) and Abstraction in Context (AiC) for investigating knowledge construction andknowledge shifts in classrooms. In this paper, we show that differences in the depth ofteacher questioning during whole class discussions may leave traces in individualstudents' knowledge, which we were able to capture in students' explanations in awritten post-test.

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PB - PME

CY - Szeged, Hungary

Y2 - 19 July 2021 through 22 July 2021

ER -

Traces of classroom discourse in a posttest

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