Looking for the roots of an argument : textbook, teacher, and student influence on arguments in a traditional Czech classroom

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10391377" target="_blank" >RIV/00216208:11410/17:10391377 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.mathematik.uni-dortmund.de/ieem/erme_temp/CERME10_Proceedings_final.pdf" target="_blank" >http://www.mathematik.uni-dortmund.de/ieem/erme_temp/CERME10_Proceedings_final.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Looking for the roots of an argument : textbook, teacher, and student influence on arguments in a traditional Czech classroom

Popis výsledku v původním jazyce

As part of a larger investigation looking to get a deeper insight how particular teacher beliefs influence the role of the teacher, the students, and textbook materials in arguments that take place in one classroom, this study shows specific teacher beliefs that determine the role of each of the two other factors: the students&apos; contributions and the textbook influence. This paper presents findings observed in a case study of a teacher who holds more traditional beliefs about teaching and learning of mathematics, in a 7th grade classroom. Namely, I present cases of conflict in preferences for particular warrant forms between: a) the teacher and the textbook authors b) the teacher&apos;s own beliefs, and c) the teacher and the students. I then interpret these in terms of the teacher&apos;s particular beliefs and show how they affect the theoretical model.

Název v anglickém jazyce

Looking for the roots of an argument : textbook, teacher, and student influence on arguments in a traditional Czech classroom

Popis výsledku anglicky

As part of a larger investigation looking to get a deeper insight how particular teacher beliefs influence the role of the teacher, the students, and textbook materials in arguments that take place in one classroom, this study shows specific teacher beliefs that determine the role of each of the two other factors: the students&apos; contributions and the textbook influence. This paper presents findings observed in a case study of a teacher who holds more traditional beliefs about teaching and learning of mathematics, in a 7th grade classroom. Namely, I present cases of conflict in preferences for particular warrant forms between: a) the teacher and the textbook authors b) the teacher&apos;s own beliefs, and c) the teacher and the students. I then interpret these in terms of the teacher&apos;s particular beliefs and show how they affect the theoretical model.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education CERME10

ISBN

978-1-873769-73-7

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

291-298

Název nakladatele

DCU Institute of Education and ERME

Místo vydání

Dublin, Ireland

Místo konání akce

Dublin, Ireland

Datum konání akce

1. 2. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000467053300035