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dc.contributor.authorHøynes, Siri-Malén
dc.contributor.authorKlemp, Torunn
dc.contributor.authorNilssen, Vivi Lisbeth
dc.date.accessioned2019-02-15T10:26:41Z
dc.date.available2019-02-15T10:26:41Z
dc.date.created2018-08-03T15:21:56Z
dc.date.issued2018
dc.identifier.isbn978-91-7601-904-7
dc.identifier.urihttp://hdl.handle.net/11250/2585681
dc.description.abstractThis 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.isoengnb_NO
dc.publisherInternational Group for the psychology of Mathematics Education Umeå, Swedennb_NO
dc.relation.ispartofProceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3)
dc.titlePre-service mathematics teachers' whole-class dialogs during field practicenb_NO
dc.title.alternativePre-service mathematics teachers' whole-class dialogs during field practicenb_NO
dc.typeChapternb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber123-130nb_NO
dc.identifier.cristin1599687
dc.relation.projectNorges forskningsråd: 238041nb_NO
dc.description.localcodeThis chapter will not be available due to copyright restrictions (c) 2018 by International Group for the psychology of Mathematics Education Umeå, Swedennb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal


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