Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures

Susanne Prediger; Kirstin Erath

doi:10.12973/eurasia.2014.1085a

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Susanne Prediger ¹ ^* , Kirstin Erath ¹

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¹ TU Dortmund University, GERMANY^* Corresponding Author

Abstract

How do students learn to explain? We take this exemplary research question for present-ing two antagonist traditions in German mathematics education research and their synthe-sis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and specifications of mathematical contents, and (2) the interactionist approach. By presenting the theoretical framework and some empirical insights, the article shows that learning to explain can be conceptualized as increasingly participating in navigating practices through different epis-temic fields.

Keywords

mathematics education
interactionism
didaktik approach
explaining practices
video study

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 4, 313-327

https://doi.org/10.12973/eurasia.2014.1085a

Publication date: 15 Dec 2014

Article Views: 2033

Article Downloads: 1092

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How to cite this article

APA

Prediger, S., & Erath, K. (2014). Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 313-327. https://doi.org/10.12973/eurasia.2014.1085a

Vancouver

Prediger S, Erath K. Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures. EURASIA J Math Sci Tech Ed. 2014;10(4):313-27. https://doi.org/10.12973/eurasia.2014.1085a

AMA

Prediger S, Erath K. Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures. EURASIA J Math Sci Tech Ed. 2014;10(4), 313-327. https://doi.org/10.12973/eurasia.2014.1085a

Chicago

Prediger, Susanne, and Kirstin Erath. "Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 4 (2014): 313-327. https://doi.org/10.12973/eurasia.2014.1085a

Harvard

Prediger, S., and Erath, K. (2014). Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), pp. 313-327. https://doi.org/10.12973/eurasia.2014.1085a

MLA

Prediger, Susanne et al. "Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 4, 2014, pp. 313-327. https://doi.org/10.12973/eurasia.2014.1085a