Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
9649483 | The Journal of Mathematical Behavior | 2005 | 19 Pages |
Abstract
Research has shown that particular teacher interventions provide motivation for the consideration of new ideas, and help uncover misunderstandings that may interfere with student progress [Towers, J. (1999). In what ways do teachers interventions interact with and occasion the growth of students' mathematical understanding. Doctoral Dissertation, University of British Columbia, Unpublished]. Examples of student discourse presented here suggest that certain peer interactions act in similar ways-helping propel students towards new understanding. On the other hand, they also show that some peer interactions, although superficially similar to teacher interventions, may hamper student progress.
Related Topics
Physical Sciences and Engineering
Mathematics
Applied Mathematics
Authors
Margaret P. Sinclair,