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This paper describes the actions of one secondary school mathematics teacher in establishing a community of mathematical practice within which students acquire not only knowledge and skills, but also the epistemological values of mathematics. Classroom observations over a period of 18 months, together with interview and questionnaire data, are used to sketch a model of the teacher's interactions with his students as he works toward creating a culture of mathematical sense-making. The results indicate four aspects of the teacher's role that are particularly important in establishing a classroom community of practice: (1) modeling mathematical thinking; (2) cognitive and social scaffolding; (3) encouraging individual reflection, self-monitoring and checking; and (4) introducing tools for mathematical communication. Contains 33 references. (DDR)

Descriptors: Classroom Observation Techniques, Cognitive Structures, Concept Formation, Cultural Context, Educational Change, Epistemology, Foreign Countries, Interpersonal Relationship, Interviews, Knowledge Base for Teaching, Mathematics Education, Secondary Education, Social Environment, Teacher Attitudes











Autor: Goos, Merrilyn

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7618&id=ED404178







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