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

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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

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

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

Publication date: 15 Dec 2014

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Article Downloads: 198

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