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European Research in Mathematics Education I: Group 4 362 view. It is the teacher who sets the standard by giving a theory-like explanation. The scene illustrates the process of (further) development of folk pedagogy impressively, because it shows how different interactants construe this subject of folk pedagogy commonly. Notes 1. For more about the theoretical basis and methodological considerations see Vollmer 1997b. 2. This is of special importance when one thinks of a theory of learning or of practical purposes. In many classrooms, teachers encourage cooperation without taking the potentially problematic impacts on the learning process into consideration (see e. g. Vollmer & Krummheuer 1997; Vollmer 1997a; Vollmer 1997b). 3. For the rules of transcription see the end of the paper, please. 6. References Brandt, B. (1997): Forms of participation in elementary mathematics classroom interaction. CIEAEM 49, Setúbal, Portugal. Brandt, B. (1999): Recipients in Elementary Mathematics Classroom Interaction. In I. Schwank (ed.), European Research in Mathematics Ecucation. Osnabrück: Forschungsinstitut für Mathematikdidaktik. Bruner, J. (1990): Acts of Meaning. Cambridge, MA/London, UK: Harvard University Press Bruner, J. S. (1995): Commentary. Human Development 38; 203-213. Bruner, J. S. (1996): The Culture of Education. Cambridge, MA/London,UK: Harvard University Press. Cobb, P. & H. Bauersfeld, eds. (1995): The Emergence of Mathematical Meaning: Interaction in Classroom Cultures. Hillsdale, NJ/Hove, UK: Lawrence Erlbaum. Goos, M., P. Galbraith, et al. (1996): When does Student Talk Become Collaborative Mathematical Discussion? In T. Clarkson. Merga (eds.), Technology in Mathematics Education: Proceedings of the Nineteenth Annual Conference of the Mathematics Education Research Group of Australia, Melbourne, 237-244. http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html
European Research in Mathematics Education I: Group 4 363 Krummheuer, G. (1999): The Narrative Character of Argumentative Mathematics Classroom Interaction in Primary Education. In I. Schwank (ed.), European Research in Mathematics Ecucation. Osnabrück: Forschungsinstitut für Mathematikdidaktik. Markowitz, J. (1986): Verhalten im Systemkontext. Zum Begriff des sozialen Epigramms. Diskutiert am Beispiel des Schulunterrichts. Frankfurt a. M.: Suhrkamp. Olson, D. R. & J. S. Bruner (1996): Folk Psychology and Folk Pedagogy. In D. R. Olson & N. Torrance (eds.), The Handbook of Education and Human Development. New Models of Learning, Teaching and Schooling. Cambridge, MA: Blackwell; 9-27. Vollmer, N. (1997a): Helping in Mathematics Group Work: Supporting and Disturbing Cooperation. Microfiche: ERIC/CSMEE: ED 409 185. Vollmer, N. (1997b): How Helpful is Help among Students? Theoretical Basis of and Methodological Considerations for an Interaction Theory of Learning in School. In Proceedings of CIEAEM 49, Setúbal, Portugal. Vollmer, N. & G. Krummheuer (1997): Anfangen - Machen - Helfen. Zur Beziehung zwischen Arbeitsteilung und Aufgabenverständnis während einer Partnerarbeit im Mathematikunterricht. Journal für Mathematikdidaktik. Signs of transcription Times all utterances; no punctuation marks bold words spoken with emphasis (inaudible) the utterance of the speaking person is inaudible / pitchraising \ pitchdropping - floating pitch , breathing break . .. ... longer breaks (the longer the more points) italics (facial) expression, gestures, action http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html
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