Interaction and learning in mathematics classroom situations View Full Text


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Article Info

DATE

1992-02

AUTHORS

Paul Cobb, Erna Yackel, Terry Wood

ABSTRACT

An analysis of one ten minute episode in which three seven year-old students engage in collaborative small group activity is presented to explore the relationship between individual learning and group development. Particular attention is given to the establishment of a taken-as-shared basis for mathematical activity and to the attainment of intersubjectivity. From a perspective which treats communication as a process of active interpretation and mutual adaptation, learning as it occurs in the course of social interaction is characterized as a circular, self-referential sequence of events rather than a linear cause-effect chain. In addition, the relationship between individual learning and group development is such that the students can be said to have participated in the establishment of the situations in which they learned. More... »

PAGES

99-122

References to SciGraph publications

  • 1983. Wittgenstein, A social theory of knowledge in NONE
  • 1980-02. Hidden dimensions in the so-called reality of a mathematics classroom in EDUCATIONAL STUDIES IN MATHEMATICS
  • 1989. Young Children’s Emotional Acts While Engaged in Mathematical Problem Solving in AFFECT AND MATHEMATICAL PROBLEM SOLVING
  • 1991. Notations and Representations as Mediators of Constructive Processes in RADICAL CONSTRUCTIVISM IN MATHEMATICS EDUCATION
  • 1991. Mathematical Discussions in RADICAL CONSTRUCTIVISM IN MATHEMATICS EDUCATION
  • 1982. T. S. Kuhn and Social Science in NONE
  • 1991. A Constructivist Approach to Second Grade Mathematics in RADICAL CONSTRUCTIVISM IN MATHEMATICS EDUCATION
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/bf00302315

    DOI

    http://dx.doi.org/10.1007/bf00302315

    DIMENSIONS

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