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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-343692
DOI: 10.25656/01:34369; 10.35468/6192-02
URN: urn:nbn:de:0111-pedocs-343692
DOI: 10.25656/01:34369; 10.35468/6192-02
| Title |
Mathematics learning from an interactionist perspective |
|---|---|
| Author |
Krummheuer, Götz  |
| Source | Leicht, Johanna [Hrsg.]; Schreyer, Patrick [Hrsg.]; Breidenstein, Georg [Hrsg.]; Heinzel, Friederike [Hrsg.]: Fachlichkeit und Interaktionspraxis im Unterricht. Ansätze und empirische Perspektiven. Bad Heilbrunn : Verlag Julius Klinkhardt 2025, S. 52-66. - (Studien zu Unterrichtsinteraktion und fachlichem Lernen) |
| Document | full text (546 KB) |
| License of the document |
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| Keywords (German) | Interaktion; Soziale Interaktion; Mathematik; Lernen; Soziale Partizipation; Kooperation; Argumentation |
| sub-discipline | Curriculum and Teaching / School Pedagogy Teaching Didactics/Teaching Maths and Sciences |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6192-2; 978-3-7815-2730-0; 9783781561922; 9783781527300 |
| Language | English |
| Year of creation | 2025 |
| review status | Peer-Reviewed |
| Abstract (English): | The section presents an attempt to develop a theory of mathematics learning based on social interactionism. It takes into account the specific features of the academic domains of the mathematics subjects to be learned. Three basic assumptions are outlined in detail. (1) Learning is situationally bound in an interactional process of cooperation between the participants of a situation based on the negotiation of meaning. (2) The indicator of a successful process of learning is an increased autonomous participation in such cooperative interaction. This encompasses the acquisition of mathematical concepts and procedures, as well as the specific reasoning in mathematical teaching-learning discourses. (3) The constitutive social condition of the possibility of learning mathematics is the participation in collective argumentations that refer to mathematics-related terms and procedures. These domain specific kinds of discourse intertwine the two traits of learning - acquisition and reasoning - under a common perspective. (DIPF/Orig.) |
| is part of: | Fachlichkeit und Interaktionspraxis im Unterricht. Ansätze und empirische Perspektiven |
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| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 20.11.2025 |
| Citation | Krummheuer, Götz: Mathematics learning from an interactionist perspective - In: Leicht, Johanna [Hrsg.]; Schreyer, Patrick [Hrsg.]; Breidenstein, Georg [Hrsg.]; Heinzel, Friederike [Hrsg.]: Fachlichkeit und Interaktionspraxis im Unterricht. Ansätze und empirische Perspektiven. Bad Heilbrunn : Verlag Julius Klinkhardt 2025, S. 52-66. - (Studien zu Unterrichtsinteraktion und fachlichem Lernen) - URN: urn:nbn:de:0111-pedocs-343692 - DOI: 10.25656/01:34369; 10.35468/6192-02 |
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