Social Interaction in Mathematics Classroom: An Explanatory Qualitative Case Study - Couverture souple

Melesse, Andualem

 
9783847346951: Social Interaction in Mathematics Classroom: An Explanatory Qualitative Case Study
Couverture souple
ISBN 10 : 3847346954 ISBN 13 : 9783847346951
Editeur : LAP LAMBERT Academic Publishing, 2012

Synopsis

In Ethiopian context, most of the studies on classroom interaction attempted to investigate the interaction pattern using the vast known Flanders’s Interaction Analysis. These studies focused on investigating the freedom and control of the teacher on the learners. However, it is this explanatory qualitative case study which attempted to investigate the nature of mathematics classroom interaction in city Secondary School, Addis Ababa, Ethiopia. It took the existing mathematics classroom social norms to understand the nature of interaction in to consideration. It aimed to find out and examine factors that could influence teacher-student and student-student interaction from the social constructivists and symbolic interactionists perspectives. This study focused on the nature of interactions that occurred during regular mathematics classroom activities. The study offers empirical and theoretical reflections on the nature of classroom interaction.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

In Ethiopian context, most of the studies on classroom interaction attempted to investigate the interaction pattern using the vast known Flanders’s Interaction Analysis. These studies focused on investigating the freedom and control of the teacher on the learners. However, it is this explanatory qualitative case study which attempted to investigate the nature of mathematics classroom interaction in city Secondary School, Addis Ababa, Ethiopia. It took the existing mathematics classroom social norms to understand the nature of interaction in to consideration. It aimed to find out and examine factors that could influence teacher-student and student-student interaction from the social constructivists and symbolic interactionists perspectives. This study focused on the nature of interactions that occurred during regular mathematics classroom activities. The study offers empirical and theoretical reflections on the nature of classroom interaction.

Biographie de l'auteur

Andualem Melesse Woldeamanuel got MA Degree in Curriculum and Instruction specializing Mathematics Instruction from Addis Ababa University. he is attending his PhD program in Mathematics Education.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP LAMBERT Academic Publishing
Date d'édition
2012
Langue
anglais
ISBN 10 
3847346954
ISBN 13 
9783847346951
Reliure
Broché
Nombre de pages
116
Coordonnées du fabricant
non disponible
Personne responsable
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