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Conference Paper: A glimpse of a mathematical enculturator in Chinese mathematics classrooms: an example from a Shanghai lesson

TitleA glimpse of a mathematical enculturator in Chinese mathematics classrooms: an example from a Shanghai lesson
Authors
Issue Date2009
PublisherGruppo Ricerca Insegnamento delle Matematiche (G R I M). The Journal's web site is located at http://dipmat.math.unipa.it/grim/
Citation
The 11th International Conference on Mathematics Education (ICME-11), Monterrey, México, 6-13 July 2008. In Quaderni di Ricerca in Didattica, 2009, 19, suppl. 4 How to Cite?
AbstractThis paper has two aims. Firstly, it gives a brief summary of selected accounts of Chinese mathematics classroom teaching based on ongoing analysis of the Learner’s Perspective Study. Secondly, it aims to present a description of an event of a Shanghai mathematics lesson to show how the teacher plays a role as a mathematics ‘enculturator’ who plays an asymmetrical influential role in the shaping process. The theoretical point of departure is that classroom practice is a process of ‘mathematical enculturation’. The process is a dynamic, intentional, shaping process which refers to what happens between the teacher and students within an institutionalised setting.
DescriptionThis journal supplement has title: The 11th International Congress on Mathematical Education Topic Study Group 24: Research on classroom practice. Selected papers
Topic Study Group 24: Research on classroom practice (TSG24)
Persistent Identifierhttp://hdl.handle.net/10722/63006

 

DC FieldValueLanguage
dc.contributor.authorMok, IACen_HK
dc.date.accessioned2010-07-13T04:14:03Z-
dc.date.available2010-07-13T04:14:03Z-
dc.date.issued2009en_HK
dc.identifier.citationThe 11th International Conference on Mathematics Education (ICME-11), Monterrey, México, 6-13 July 2008. In Quaderni di Ricerca in Didattica, 2009, 19, suppl. 4-
dc.identifier.urihttp://hdl.handle.net/10722/63006-
dc.descriptionThis journal supplement has title: The 11th International Congress on Mathematical Education Topic Study Group 24: Research on classroom practice. Selected papersen_HK
dc.descriptionTopic Study Group 24: Research on classroom practice (TSG24)-
dc.description.abstractThis paper has two aims. Firstly, it gives a brief summary of selected accounts of Chinese mathematics classroom teaching based on ongoing analysis of the Learner’s Perspective Study. Secondly, it aims to present a description of an event of a Shanghai mathematics lesson to show how the teacher plays a role as a mathematics ‘enculturator’ who plays an asymmetrical influential role in the shaping process. The theoretical point of departure is that classroom practice is a process of ‘mathematical enculturation’. The process is a dynamic, intentional, shaping process which refers to what happens between the teacher and students within an institutionalised setting.-
dc.languageengen_HK
dc.publisherGruppo Ricerca Insegnamento delle Matematiche (G R I M). The Journal's web site is located at http://dipmat.math.unipa.it/grim/-
dc.relation.ispartofQuaderni di Ricerca in Didattica-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleA glimpse of a mathematical enculturator in Chinese mathematics classrooms: an example from a Shanghai lessonen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailMok, IAC: iacmok@hku.hken_HK
dc.identifier.authorityMok, IAC=rp00939en_HK
dc.description.naturepostprint-
dc.identifier.hkuros161718en_HK
dc.identifier.hkuros178759-
dc.identifier.volume19-
dc.identifier.issuesuppl. 4-
dc.identifier.eissn1592-4424-
dc.publisher.placeItaly-
dc.description.otherThe 11th International Conference on Mathematics Education (ICME-11), Monterrey, México, 6-13 July 2008. In Quaderni di Ricerca in Didattica, 2009, 19, suppl. 4-

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