Vis enkel innførsel

dc.contributor.authorGrimeland, Benedikte
dc.contributor.authorSikko, Svein Arne
dc.date.accessioned2020-02-10T12:12:34Z
dc.date.available2020-02-10T12:12:34Z
dc.date.created2020-01-26T17:45:17Z
dc.date.issued2019
dc.identifier.isbn978-90-73346-75-8
dc.identifier.urihttp://hdl.handle.net/11250/2640701
dc.description.abstractThe work reported in this paper is part of a longitudinal study on mathematical and scientific literacy and inquiry-based learning in two Norwegian primary schools. The project group consisted of university didacticians from both the mathematics and the science sections of the teacher education department working together with teachers at the two schools. At the start of the project, the students were in grade 1. The data analyzed in this paper was collected when the students were at the start of second grade, at ages 6- and 7-years old. Using data from an IBL-inspired lesson with students at their start of second grade, we explore affordances for students’ critical meeting with mathematics in a ‘realistic’ context. While a lot has been said and written about literacy in general and also the particular topic of mathematical literacy, what mathematical literacy constitutes in the earlier grades has been less discussed (e.g., Askew, 2015, p. 708). In this paper our research question is: Which opportunities do students have to be critical in mathematics in a second-grade classroom, and how can an IBL approach foster this?nb_NO
dc.language.isoengnb_NO
dc.publisherEuropean Society for Research in Mathematics Educationnb_NO
dc.relation.ispartofProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
dc.relation.urihttps://hal.archives-ouvertes.fr/CERME11/hal-02414883v1
dc.titleDeveloping mathematical literacy in an inquiry-based setting working with play-coins in a second-grade classroomnb_NO
dc.typeChapternb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber2269-2276nb_NO
dc.identifier.cristin1782234
dc.description.localcodeThis chapter will not be available due to copyright restrictions (c) 2019 by European Society for Research in Mathematics Educationnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel