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|Title:||What Makes Teaching Special?|
|Authors:||Lee, Victor R.|
Sherin, Bruce L.
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Lee, V. R. & Sherin, B. L. (2004). What Makes Teaching Special?. 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. 302-309). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||The aim of this paper is to articulate some of our early attempts to understand how teaching interactions differ from everyday communicative interactions. In order to do this, we integrate theories from linguistics, particularly the branch of pragmatics, with work in math education and the learning sciences. Recognizing that communication is an inferential activity, we explore what makes teaching interactions a unique class of communication. Specifically, we suggest that individuals who take on a teaching role must deal with a prediction problem because knowledge is not equally shared between the communicators. Our analysis of classroom observations and tutoring interviews with third grade students learning single digit multiplication elucidate a few of the ways that the prediction problem is addressed in teaching activities.|
|Appears in Collections:||ICLS 2004|
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