Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Rijkje Dekker"'
Publikováno v:
Journal of the Learning Sciences, 31(3), 369-407. Routledge
Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c72355f1283bc3d8b9a6d6d8be86d511
https://doi.org/10.1080/10508406.2021.2024834
https://doi.org/10.1080/10508406.2021.2024834
Publikováno v:
Mathematics Education Research Journal, 32(4), 743-763. Springer Netherlands
Mathematics Education Research Journal, 32(4), 743-767. Springer Netherlands
Mathematics Education Research Journal, 32(4), 743-767. Springer Netherlands
We investigated whether early algebra lessons that explicitly aimed to elicit mathematical discussions (shift-problem lessons) invoke more and qualitatively better mathematical discussions and raise students’ mathematical levels more than conventio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8efe5c73dd7d6d91a634a311df47849a
https://doi.org/10.1007/s13394-019-00278-x
https://doi.org/10.1007/s13394-019-00278-x
Autor:
Rijkje Dekker
Publikováno v:
ICME-13 Monographs ISBN: 9783030338237
The old illusion in Dutch mathematics education was that the teacher could lead the students into a completely new world, ignoring all their prior knowledge and common sense. Nowadays, in many Dutch mathematics lessons, the teachers encourage their s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e73d18975e11254e3a4ff4e2a5d3c79
https://doi.org/10.1007/978-3-030-33824-4_4
https://doi.org/10.1007/978-3-030-33824-4_4
Publikováno v:
Mathematics Education Research Journal. 32:765-767
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc1d994705ed7be17a0515b68fc749d8
https://doi.org/10.1007/s13394-019-00283-0
https://doi.org/10.1007/s13394-019-00283-0
Publikováno v:
Journal of Mathematical Behavior, 32(2), 142-159. Elsevier
The Journal of Mathematical Behavior, 32(2), 142-159. Elsevier
The Journal of Mathematical Behavior, 32(2), 142-159. Elsevier
Meaningful learning of formal mathematics in regular classrooms remains a problem in mathematics education. Research shows that instructional approaches in which students work collaboratively on tasks that are tailored to problem solving and reflecti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dd4e33021b6cce2e1f80ecc91895fa5e
https://dare.uva.nl/personal/pure/en/publications/developing-shift-problems-to-foster-geometrical-proof-and-understanding(2de83d96-d450-4ee1-86b0-f5d09632615f).html
https://dare.uva.nl/personal/pure/en/publications/developing-shift-problems-to-foster-geometrical-proof-and-understanding(2de83d96-d450-4ee1-86b0-f5d09632615f).html
Publikováno v:
Journal of Mathematics Teacher Education, 11(1), 61-81. Springer Netherlands
Journal of Mathematics Teacher Education, 11, 61-81
Journal of Mathematics Teacher Education, 11, 61-81
The Vietnamese curriculum reform which trends toward a student-centered approach requires Vietnamese teacher educators to prepare student teachers for teaching using this approach. In this article, we present a case study of three Vietnamese student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1b5f6e3e936a4e93d5f433a44e705d74
https://doi.org/10.1007/s10857-007-9058-4
https://doi.org/10.1007/s10857-007-9058-4
Publikováno v:
Educational Studies in Mathematics, 62(1), 57-79. Springer Netherlands
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fec26826e9a795599ef13f440ee1d212
https://doi.org/10.1007/s10649-006-1688-4
https://doi.org/10.1007/s10649-006-1688-4
Autor:
Rijkje Dekker, M. Elshout-Mohr
Publikováno v:
Educational Studies in Mathematics. 35:303-314
In this article we present a process model we have developed for interaction and mathematical level raising. In the process model the focus is on the individual learning process. The model is based on our own research experience and our common intere
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b56accb4bbf4bc0b4a0a7596c2743451
https://doi.org/10.1023/a:1003187204737
https://doi.org/10.1023/a:1003187204737
Autor:
Jannet van Drie, Rijkje Dekker
Publikováno v:
British Educational Research Journal, 39(2), 338-360. Routledge
In this paper we explore the value of theoretical triangulation as a methodological approach for the analysis of classroom interaction. We analyze an excerpt of a whole-class discussion in history from three theoretical perspectives: interactivity of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e05833a99d28ab42428381d0581d9a17
https://dare.uva.nl/personal/pure/en/publications/theoretical-triangulation-as-an-approach-for-revealing-the-complexity-of-a-classroom-discussion(c1cb9e10-a4e1-4e1f-a2ae-b55ec4b0a837).html
https://dare.uva.nl/personal/pure/en/publications/theoretical-triangulation-as-an-approach-for-revealing-the-complexity-of-a-classroom-discussion(c1cb9e10-a4e1-4e1f-a2ae-b55ec4b0a837).html
Publikováno v:
Gifted Education International. 6:143-148
This paper describes a research project which examined the methods of mathematical problem-solving used by highly gifted children and average children. The research methodology is outlined and the writers suggest the possibility of specific teaching
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7edf4d3ec72344bec7781b58961d711a
https://doi.org/10.1177/026142949000600304
https://doi.org/10.1177/026142949000600304