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Download full textWiles, Peter; Anderson, Rick – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We…
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Learning Processes
