Communications in Curriculum Materials and Types of Student Autonomy Promoted [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Atanga, Napthalin A.; Kim, Ok-kyeong
Titel	Communications in Curriculum Materials and Types of Student Autonomy Promoted [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Personal Autonomy; Classroom Communication; Elementary School Mathematics; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Klassengespräch; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The interaction between types of communication and socio-mathematical norms on students' learning autonomy in five curriculum programs was investigated. Uni-directional, contributive, reflective, and instructive types of communications were present in curriculum programs studied. Investigations in Number Data and Space and Math Trailblazers provided opportunities for students to explain, justify, and compare solution strategies. Math in Focus and Scott Foresman Addison Wesley-Mathematics required explanations, justifications, and comparisons of solution strategies, but those were mainly provided by the teacher. The former and latter programs potentially foster intellectual autonomous and intellectual heteronomous learning in students, respectively, while Everyday Mathematics almost equally supports both. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01