This paper reports on a study whose aim was to examine students’ learning in terms of participation in collective mathematical discussions. Our basic theoretical assumptions are based on a combination of situated learning perspectives and a framework that links social and psychological approaches of mathematical activity and learning. The research was carried out in a Year-8 classroom (students were aged 12 to 13), and the mathematical subject under investigation was area measurement. Data are presented to illustrate possible correspondences between ‘signs’ of learning and ‘local’ changes of participation. We conclude by discussing some pedagogical implications resulting from the study.
Frade, Cristina and Tatsis, Konstantinos
"LEARNING, PARTICIPATION AND LOCAL SCHOOL MATHEMATICS PRACTICE,"
The Mathematics Enthusiast: Vol. 6
, Article 11.
Available at: https://scholarworks.umt.edu/tme/vol6/iss1/11