We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.
Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.
The journal is indexed in SCOPUS, CEEOL, DOAJ, EBSCO, and ERIH Plus.
ORBIS SCHOLAE, Vol 6 No 2 (2012), 103–118
Dispute in mathematical classroom discourse − “No go” or chance for fundamental learning?
Andrea Gellert, Heinz Steinbring
DOI: https://doi.org/10.14712/23363177.2015.43
published online: 06. 02. 2018
abstract
Disputed points in school mathematical discourse are rarely discussed. If mathematics is seen as a “ready-made” discipline which teaches dealing with right and wrong only, mathematical questions which require debating do not play an essential role. Looking at the real teaching practice shows indeed quite a different picture: Mathematical questions which require debate and justifications appear in the course of mathematical interaction in different places and are dealt with in different intensity. In this article we present small group discussions within the project Probing and Evaluating Focusing Interaction Strategies in Elementary Mathematics Teaching (ProFIT). The discourse is based on disputed points which turned out to be a promising way of supporting mathematical oriented discussions, a deeper understanding of ambiguous learning situations and the chances for fundamental learning.
keywords: dispute; discursive learning; focusing interaction strategies
Dispute in mathematical classroom discourse − “No go” or chance for fundamental learning? is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
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ISSN: 1802-4637
E-ISSN: 2336-3177
