Studying classroom problem-solving instruction and learning via mediated action and talk
2011 (English)In: Problem Solving in Mathematics Education: Proceedings of the 12th ProMath Conference, 10-12 September 2010, Jena, Germany / [ed] Kinga Szücs, Münster: WTM Verlag für wissenschaftliche Texte und Medien , 2011, 48-62 p.Conference paper (Refereed)
This paper attempts to synergise the recognised need for studying classroom problem-solving instruction and learning and the promise of such study with socio-cultural-historical and activity or CHAT perspectives. A doctoral and longitudinal study is drawn upon to illustrate the insight that is possible when two of its constructs, namely mediated action and spoken language or talk are utilised as units of analysis. The writings of A. R. Luria are specially drawn attention to enable analysis of various instances within teaching-learning in which the higher mental function of spoken language makes the development of other higher mental functions possible. It is argued that occasion to develop numerous such functions within classroom instruction could contribute to the repertoire of skills that are necessary for solving mathematical problems by students.
Place, publisher, year, edition, pages
Münster: WTM Verlag für wissenschaftliche Texte und Medien , 2011. 48-62 p.
, Ars Inveniendi et Djudicandi, 1
C70, Teaching-learning-processes, D40, Teaching methods and classroom techniques
IdentifiersURN: urn:nbn:se:umu:diva-35991ISBN: 978 3-942197-16-8OAI: oai:DiVA.org:umu-35991DiVA: diva2:351237
ProMath 2010, Jena, Germany