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Motivations and meanings of students' actions in six classrooms from Germany, Hong Kong and the United States
2005 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, no 5, p. 371-378Article in journal (Refereed) Published
Abstract [en]

This article presents an analysis of about 100 interviews with students from eight-grade classrooms in Berlin, Hong Kong and San Diego that reconstructs student motivations and the meanings they attribute to classroom activities. The data of the six classrooms were produced in the Learner's Perspective Study (LPS). The LPS is an international collaboration of researchers investigating practices in eighthgrade mathematics classrooms in 13 countries. Although not the central focus of the research, the case study of six classrooms revealed a variety of students' beliefs and perceptions, which are the focus of this article. These correspond to the possibilities the classroom practices offer. The study also reveals some similarities among student motives and concerns across classrooms. The findings are an important reminder that basing a curriculum upon an alternative vision calls for changing mathematical content as well as the social relations that are established through teaching methods and principles of evaluation.

Place, publisher, year, edition, pages
2005. no 5, p. 371-378
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Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:ltu:diva-9612DOI: 10.1007/s11858-005-0025-1Local ID: 84501d80-8943-11dd-9d47-000ea68e967bOAI: oai:DiVA.org:ltu-9612DiVA, id: diva2:982550
Note
Upprättat; 2005; 20080923 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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Jablonka, Eva

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