Representation of the notion “learning-as-participation” in everyday situations of mathematics classes

Krummheuer, Götz

doi:10.1007/s11858-010-0294-1

Cited by 56 publications

(43 citation statements)

References 7 publications

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“…This idea of order is also referred to as norms (Yackel and Cobb 1996), rules (Mchoul 1978), routines and rituals (Krummheuer 2011), or cultural codes (Bruner 1996). Fundamentally within an ethnomethodological approach these norms are not something that participants are obliged to follow, rather they are co-constructed by participants and are used by them as a structure to construct their own actions and to interpret the actions of others.…”

Section: Social Interactions Are Orderlymentioning

confidence: 99%

“…That is data collected is from 'everyday classroom practices' (Krummheuer 2011), rather than from interviews with students, experimental designed studies, or from intervention studies. In pedagogical interactions, the teacher pursues pedagogical goals, and this leads to a reflexive relationship between such goals and the "shape" of the interaction (Seedhouse 2004).…”

Section: Indexicalitymentioning

confidence: 99%

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Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Ingram

2018

ZDM Mathematics Education

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Ethnomethodological approaches to research such as Interactionism, Conversation Analysis and Discursive Psychology have so far played only a small part in mathematics education research. This is in contrast to the wider use of these approaches in language education, medical discourse research, and legal discourse research. This article outlines the key principles an ethnomethodological approach follows, the methods used and the necessary reconceptualisation of some key concepts that are the focus of much mathematics education research. These are illustrated with some key examples from research in mathematics education, before looking at other fields for potential opportunities not yet realised within research in mathematics classrooms. These opportunities include a range of research questions already receiving a great deal of attention within the field but are yet to be examined from an ethnomethodological perspective. They also include new approaches that involve combining different research approaches which have been used to great effect in other fields.

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Section: Social Interactions Are Orderlymentioning

confidence: 99%

Section: Indexicalitymentioning

confidence: 99%

Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Ingram

2018

ZDM Mathematics Education

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“…A aprendizagem pode ser relacionada às formas de participação (DAVID; KRUMMHEUER, 2011;LAVE, 1996;LAVE, WENGER, 1991), sobretudo quando analisada em termos da participação do sujeito em práticas sociais relativamente circunscritas (SFARD, 2006). Assim, muda-se "o foco analítico do indivíduo enquanto alguém que aprende, para o aprender como participação no mundo social e do conceito de processo cognitivo para a visão de prática social" (LAVE; WENGER, 1991, p. 43, tradução nossa).…”

Section: A Aprendizagem Como Participaçãounclassified

“…Segundo Graven (2004), há um crescente número de pesquisas em Educação que têm utilizado essas lentes teóricas, porém, nessa perspectiva, o maior número das pesquisas é sobre a aprendizagem 3 do aluno (KRUMMHEUER, 2011). A aprendizagem docente é um assunto menos explorado.…”

Section: Introductionunclassified

Aprendizagem do professor: uma leitura possível

Bôas

Barbosa

2016

Ciênc. educ. (Bauru)

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Resumo: Este é um trabalho teórico que tem como objetivo revisitar o conceito de aprendizagem do professor à luz dos estudos de Jean Lave e Etienne Wenger. Exploramos o conceito de aprendizagem como uma mudança nos padrões de participação do sujeito em uma determinada prática, além de discutir sobre a prática pedagógica escolar. Concluímos que a aprendizagem do professor pode ser entendida como uma mudança nos padrões de participação na prática pedagógica em que este exerce a tarefa do ensino -aprendizagem na docência -e mudanças nos padrões de participação em outras práticas que podem provocar a mudança na participação na prática pedagógica escolar -aprendizagem para a docência.Palavras-chave: Formação continuada de professores. Aprendizagem. Prática pedagógica. Participação.Abstract: This is a theoretical work that aims to re-visit the concept of teacher's learning based on Jean Lave's and Etienne Wenger's studies. We explored the concept of learning as a change in the subject's participation patterns in a particular practice, and discuss the school pedagogical practice. We conclude that the teacher's learning can be understood as a change in patterns of participation in pedagogical practice in holding the task of teaching -learning in teaching -and changing patterns of participation in other practices that may lead to change in participation in pedagogical practice school -learning to teaching.

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“…También desde la teoría de situaciones didácticas y la transposición didáctica algunos investigadores analizan las prácticas del profesor en clases ordinarias (Chevallard, 2002;Perrin Glorian y Hersant, 2003;Herbst et al, 2011;Brousseau et al, 2014). Diversos estudios desde la perspectiva interaccionista (Bauersfeld, 1995;Knipping, 2008;Krummheuer, 2011) han definido formatos o patrones de interacción del profesor con sus estudiantes, en el que por medio del discurso los significados matemáticos son construidos interactivamente en el salón de clase.…”

Section: Introductionunclassified

Matemáticas: Patrones de Interacción Discursivos en un Curso de Enseñanza Media

et al. 2016

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*autor a quien debe ser dirigida la correspondencia.Recibido Mar. 31, 2016; Aceptado May. 23, 2016; Versión final Jul. 18, 2016, Publicado Dic. 2016 Resumen Se presenta un estudio sobre el discurso del profesor en el aula de matemáticas, cuando se pretende enseñar conceptos y procesos matemáticos ligados a la noción de semejanza. Se pretende identificar los patrones de interacción que regulan las formas de actuación que han de ser válidas para la construcción de consensos en el aula. Se adopta como marco teórico las estrategias y los principios desarrollados por la perspectiva interaccionista y el análisis del discurso. Consideraremos un modelo de investigación cualitativa, basado en el método etnográfico. Los datos del estudio proceden de sesiones de matemáticas en un aula de Enseñanza Media (16-18 años). Los resultados muestran que por medio del adecuado discurso se facilita la identificación de patrones de interacción entre el profesor y sus estudiantes. Palabras clave: patrones de interacción, análisis del discurso, interaccionismo, semejanza, método etnográfico Mathematics: Discursive Interaction Patterns in a High School Course AbstractA study on the teacher´s speech in the mathematics classroom, when trying to teach concepts and mathematical processes linked to the notion of similarity is presented. The main objective is to identify the interaction patterns that rule behaviors that must be valid to create consensus in the classroom. The theoretical framework adopted included the principles and strategies developed by the interactionism perspective and discourse analysis. A qualitative research model based in the ethnographic method was considered. Data for the study were taken from the Math lessons in a high school course (ages [16][17][18]). The results demonstrate that appropriate speech simplifies the identification of interaction patterns between the professor and the students.

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Representation of the notion “learning-as-participation” in everyday situations of mathematics classes

Cited by 56 publications

References 7 publications

Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions

Aprendizagem do professor: uma leitura possível

Matemáticas: Patrones de Interacción Discursivos en un Curso de Enseñanza Media

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