dc.contributor.author | Høynes, Siri-Malén | |
dc.contributor.author | Klemp, Torunn | |
dc.contributor.author | Nilssen, Vivi Lisbeth | |
dc.date.accessioned | 2019-02-15T10:26:41Z | |
dc.date.available | 2019-02-15T10:26:41Z | |
dc.date.created | 2018-08-03T15:21:56Z | |
dc.date.issued | 2018 | |
dc.identifier.isbn | 978-91-7601-904-7 | |
dc.identifier.uri | http://hdl.handle.net/11250/2585681 | |
dc.description.abstract | This paper is based upon an intervention study where pre-service teachers plan whole-class mathematical dialogs together with their mentor and lecturer. Learning to conduct dialogs is increasingly in focus in teacher education, and in this paper, we examine one whole-class dialog to learn more about its nature. We show that the pre-service teacher fails to involve several pupils in the dialog at the same time, leading to a series of shorter dialogs with one pupil at a time. In the dialog, the communication often ends up being teacher-dominated. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | International Group for the psychology of Mathematics Education Umeå, Sweden | nb_NO |
dc.relation.ispartof | Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3) | |
dc.title | Pre-service mathematics teachers' whole-class dialogs during field practice | nb_NO |
dc.title.alternative | Pre-service mathematics teachers' whole-class dialogs during field practice | nb_NO |
dc.type | Chapter | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.pagenumber | 123-130 | nb_NO |
dc.identifier.cristin | 1599687 | |
dc.relation.project | Norges forskningsråd: 238041 | nb_NO |
dc.description.localcode | This chapter will not be available due to copyright restrictions (c) 2018 by International Group for the psychology of Mathematics Education Umeå, Sweden | nb_NO |
cristin.unitcode | 194,67,80,0 | |
cristin.unitname | Institutt for lærerutdanning | |
cristin.ispublished | true | |
cristin.fulltext | original | |