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dc.contributor.authorCortina, Jose Luis
dc.contributor.authorZhao, Qing
dc.contributor.authorCobb, Paul
dc.contributor.authorMcClain, Kay
dc.date.accessioned2020-02-02T22:51:44Z
dc.date.accessioned2020-02-03T04:09:53Z-
dc.date.available2020-02-02T22:51:44Z
dc.date.available2020-02-03T04:09:53Z-
dc.date.issued2004-06
dc.identifier.citationCortina, J. L., Zhao, Q., Cobb, P., & McClain, K. (2004). Supporting Students’ Reasoning with Inscriptions. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 142-149). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.142
dc.identifier.urihttps://repository.isls.org//handle/1/3935-
dc.description.abstractIn this paper we look at how students can be supported to reason with a mathematical inscription system. We do so by analyzing several episodes from a classroom design experiment that centered on supporting middle school students' understanding of proportional relations in the context of measurement. We illustrate how the teacher orchestrated whole-class conversations that built on students' diverse ways of reasoning and how she used an inscription system to revoice their contributions. We explain that such efforts made it possible for students to start communicating and reasoning mathematically with the inscriptions.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleSupporting Students’ Reasoning with Inscriptionsen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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