Abstract
In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We identify shifts in the discourse that occurred during the sequence. We then discuss how the characteristics of the st geometric discourse informed task design and instruction. This perspective provided a useful means for linking instruction to student learning in an operationalized manner.
| Original language | American English |
|---|---|
| Journal | Proceedings of the 41st Annual Meeting of PME-NA |
| State | Published - 2019 |
Keywords
- Classroom Discourse
- Geometry and Geometrical and Spatial Thinking
- Instructional Activities and Practices
- Learning Theories
Disciplines
- Educational Methods
- Science and Mathematics Education
- Mathematics
- Geometry and Topology