By Nick Pratt
Utilizing an interactive method of educating arithmetic, this source indicates not just what recommendations paintings but in addition why they paintings.
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Put simply, each of us needs others to be able to mean anything, since meaning is constituted between people. Though you can certainly sit by yourself and develop your thinking about something, this thinking still relies on the (cultural, social and historical) experiences you have had before. What is more, any attempt to share your ‘new ideas’ with others will require you to share also the historical and social/cultural basis on which you have developed them. QXD 14/9/06 15:18 Page 23 3 ■ MAKING MATHEMATICAL MEANING THROUGH TALK KEY IDEAS ■ In many senses, knowledge is distributed across all the people and artefacts involved in an event, not ‘owned’ by individuals.
Or … ᭤ do you expect children to watch quietly in order to remember what is being done? Notice, this time, how the focus of the first point in each pair is on engaging the children in the mathematical elements of what is being done – the mathematical discourse. Maintaining an air of uncertainty and conjecture, focusing on process not product and inviting comment all help to keep the spotlight on the process of doing maths. This contrasts with the second point in each pair which focuses on outcomes.
Interacting through talk Before launching into my own perspective on interaction through talk, I invite you to stop and think about your own theory in this respect. ) what I have to say. STOP AND THINK ᾦ ᭤ Imagine that you are asked to explain, by a visiting American teacher new to the PNS, why and how you work interactively with the whole class. Can you articulate a ‘theory’ justifying its use? ᭤ How likely is your theory to lead to achieving the aims for maths teaching discussed in Chapter 2?
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