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On the basis of the conceptual
framework of situated learning, the article presents a detailed
study of a fourth-grade mathematics lesson, which is structured
by various forms of social organization. The purpose is to elucidate
the community dimension of the classroom based on the analysis
of interpersonal processes, among the pupils and with the teacher,
by examining the co-elaboration of the mathematical interpretation
and reasoning regarding a multiplication problem. The results
of the study show that a given norm representative of the participation
structures valued in the classroom microculture appears to structure
didactic interactions during both the collective interaction
and the small group work. In addition, the manifestations of
this norm in contrasted forms of co-elaboration among pupils
are identified. |
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