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Building learning opportunities: Appealing to convention and collective memory [article]

Azita Manouchehri, Sarah Gilchrist, Xiangquan Yao
2020 Figshare  
Using interactional analysis we examined the content of interactions during a whole group discussion in a 9th grade geometry classroom with the intent to identify the teachers' modes of intervention as he tried to engage students in criticizing two mathematical arguments raised inproving uniqueness of midpoint of a line segment. The teacher's multiple invitations for engaging students in identifying problems with the two arguments were not well received.
doi:10.6084/m9.figshare.12278840.v1 fatcat:hkvxe7vd5rd3bdjqlxxijoef4i