Collective Problem Posing as an Emergent Phenomenon in Middle School Mathematics Group Discourse [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/in	Armstrong, Alayne
Titel	Collective Problem Posing as an Emergent Phenomenon in Middle School Mathematics Group Discourse [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Group Discussion; Problem Solving; Secondary School Mathematics; Middle School Students; Behavior Patterns; Early Adolescents; Foreign Countries; Cooperative Learning; Suburban Schools; Mathematics Activities; Group Behavior; Canada + Suchen Sie Ihr Suchwort? Gruppendiskussion; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Kooperatives Lernen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Gruppenverhalten; Kanada
Abstract	This naturalistic case study investigates the problem posing patterns that emerge as four small groups of 12 year old students in Western Canada work collectively on a structured mathematics task. A method of data analysis is introduced that blurs the data to create transcript "tapestries" providing visual evidence of collective patterns of posed problems that emerge over time. Results in progress suggest that groups vary widely in terms of the problems posed, and in terms of the patterns in which these problems emerge in their discourse. The reposing of problems helps to structure each group's discussion, with the role that each problem plays in the conversation evolving as it reemerges in the discourse. [For the complete proceedings, see ED597799.] (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