Graphical lesson patterns and the process of knowledge development in the mathematics classroom

Authors: 
Steinbring, H., & Bromme, R.
Editors: 
Borbas, A.
Type: 
Conference Paper
Category: 
Other
Pages: 
593-600
Year: 
1988
Publisher: 
Proceedings of the Twelfth International Conference for the Psychology of Mathematics Education
Place: 
Hungary
URL: 
RISE
Abstract: 

A method for analyzing mathematics teaching is presented which permits to take into account the different levels of mathematical meaning within teacher-students interactions. Conceptual structures of the development of mathematical knowledge are visualized by means of graphical diagrams.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education