Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Ove Gunnar Drageset"'
Autor:
Yngve Antonsen, Auli Toom, Marit Ulvik, Ove Gunnar Drageset, Knut Rune Olsen, Finn Rudolf Hjardemaal, Kari-Anne Sæther
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a 5-year academic master's level t
Externí odkaz:
https://doaj.org/article/d7d9930144584a14814196ae0a86a883
Publikováno v:
Mathematics Education Research Journal
This article presents a study of 8th grade students working in groups to solve a task about generalizing patterns. The study aimed to openly explore how progress in mathematical thinking might relate to the discourse. To do this, we first studied bot
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::252a1ea353021182fe8d4c9a2c931ea1
https://hdl.handle.net/10037/19875
https://hdl.handle.net/10037/19875
Autor:
Tor-Helge Allern, Ove Gunnar Drageset
Publikováno v:
Applied Theatre Research. 5:113-127
Autor:
Ove Gunnar Drageset
Publikováno v:
The Journal of Mathematical Behavior. 38:29-40
In this paper five classrooms at grades 5–7 (students aged 11–14 years) are studied for one week each during their mathematics lessons. The aim is to study the students’ comments in order to develop categories describing the comments’ differe
Student and teacher interventions: a framework for analysing mathematical discourse in the classroom
Autor:
Ove Gunnar Drageset
Publikováno v:
Journal of Mathematics Teacher Education. 18:253-272
Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation–response–evaluation (Cazden in classroom discourse: the language of teaching and learning, Heinemann, London, 198
Autor:
Ove Gunnar Drageset
In order to describe and analyze teachers’ orchestrating of classroom discourse, detailed descriptions of teachers’ comments and questions are critical. The purpose of this article is to suggest new concepts that enable us to describe in detail h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::79a9236487242157ec2bb3a0a6e55bca
https://hdl.handle.net/10037/6307
https://hdl.handle.net/10037/6307