European Research in Mathematics Education I - Fakultät für ...

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European Research in Mathematics Education I 14 GROUP 4 SOCIAL INTERACTIONS IN MATHEMATICAL LEARNING SITUATIONS INTRODUCTION ................................305 Götz Krummheuer RECIPIENTS IN ELEMENTARY MATHEMATICS CLASSROOM INTERACTION .................................308 Birgit Brandt The research project ...............................308 Participation in multi-party-interaction. .....................309 Partnerwork in a multi-party-interaction: an empirical example ......311 Participation framework .............................313 Recipients’ roles in focussed talks .....................314 Interaction lines ...............................315 Participants competence ...........................316 References ....................................318 NECESSARY MATHEMATICAL STATEMENTS AND ASPECTS OF KNOWLEDGE IN THE CLASSROOM. ....................320 Jean-Philippe Drouhard, Catherine Sackur, Maryse Maurel, Yves Paquelier, Teresa Assude Introduction ....................................320 The CESAME research group. ..........................321 Necessary statements ...............................322 Institutionalisation in mathematical discussions ..............322 Resistance ..................................323 Wittgenstein .................................324 Awareness ..................................325 Aspects of knowledge. ..............................325 http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html 304
European Research in Mathematics Education I 15 Teaching and learning ..............................327 Provisional conclusion ..............................328 References ....................................329 THE NARRATIVE CHARACTER OF ARGUMENTATIVE MATHEMATICS CLASSROOM INTERACTION IN PRIMARY EDUCATION. ........331 Götz Krummheuer Introduction ....................................331 The social constitution of learning ........................332 The narrativity of classroom culture .......................334 An example ....................................336 Social learning conditions in classroom interaction and an implication for enhancing the classroom culture .............338 References ....................................340 HOW SOCIAL INTERACTIONS WITHIN A CLASS DEPEND ON THE TEACHERS'S ASSESSMENT OF THE PUPILS VARIOUS MATHEMATICAL CAPABILITIES: A CASE STUDY .......................342 Alain Mercier, Gérard Sensevy, Maria-Luisa Schubauer-Leoni Framework ....................................342 Social interactions and acquisition of knowledge within the class of mathematics: the case of Jerome and Louis .............................344 The mathematical work in didactical game and classroom game ........350 References ....................................352 HELP, METAHELPING, AND FOLK PSYCHOLOGY IN ELEMENTARY MATHEMATICS CLASSROOM INTERACTION ...............354 Natalie Naujok Working context and project ...........................354 Help and metahelping as forms of student cooperation .............355 An empirical example of metahelping ......................356 http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html
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