Details
| Titel in Übersetzung | Imaginary Dialogues in Mathematics Education |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 29-55 |
| Seitenumfang | 27 |
| Fachzeitschrift | Journal fur Mathematik-Didaktik |
| Jahrgang | 38 |
| Ausgabenummer | 1 |
| Publikationsstatus | Veröffentlicht - 1 März 2017 |
| Extern publiziert | Ja |
Abstract
An imaginary dialogue is a form of mathematical writing where a single student composes a written dialogue between two protagonists who discuss a mathematical task or question (Wille 2008). The aim of this article is to discuss from a theoretical perspective the potential and limitations of the use of imaginary dialogues in mathematics education in order to understand students’ mathematical thinking processes. Grade 5 students’ writing on fractions will serve to exemplify the theoretical line of argumentation.
Schlagwörter
- Imaginary dialogues, Mathematical thinking processes, Mathematical writing, Reflection
ASJC Scopus Sachgebiete
- Mathematik (insg.)
- Allgemeine Mathematik
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
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in: Journal fur Mathematik-Didaktik, Jahrgang 38, Nr. 1, 01.03.2017, S. 29-55.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
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TY - JOUR
T1 - Erdachte Dialoge in der Mathematikdidaktik
AU - Wille, Annika M.
N1 - Publisher Copyright: © 2016, The Author(s).
PY - 2017/3/1
Y1 - 2017/3/1
N2 - An imaginary dialogue is a form of mathematical writing where a single student composes a written dialogue between two protagonists who discuss a mathematical task or question (Wille 2008). The aim of this article is to discuss from a theoretical perspective the potential and limitations of the use of imaginary dialogues in mathematics education in order to understand students’ mathematical thinking processes. Grade 5 students’ writing on fractions will serve to exemplify the theoretical line of argumentation.
AB - An imaginary dialogue is a form of mathematical writing where a single student composes a written dialogue between two protagonists who discuss a mathematical task or question (Wille 2008). The aim of this article is to discuss from a theoretical perspective the potential and limitations of the use of imaginary dialogues in mathematics education in order to understand students’ mathematical thinking processes. Grade 5 students’ writing on fractions will serve to exemplify the theoretical line of argumentation.
KW - Imaginary dialogues
KW - Mathematical thinking processes
KW - Mathematical writing
KW - Reflection
UR - http://www.scopus.com/inward/record.url?scp=85013319118&partnerID=8YFLogxK
U2 - 10.1007/s13138-016-0111-7
DO - 10.1007/s13138-016-0111-7
M3 - Artikel
AN - SCOPUS:85013319118
VL - 38
SP - 29
EP - 55
JO - Journal fur Mathematik-Didaktik
JF - Journal fur Mathematik-Didaktik
SN - 0173-5322
IS - 1
ER -