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  • 1. Jablonka, Eva
    Motivations and meanings of students' actions in six classrooms from Germany, Hong Kong and the United States2005In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, no 5, p. 371-378Article in journal (Refereed)
    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.

  • 2.
    Johansson, Maria
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lange, Troels
    Malmö University.
    Meaney, Tasmin
    Malmö University.
    Riesbeck, Eva
    Malmö University.
    Wernberg, Anna
    Malmö University.
    Young children’s multimodal mathematical explanations2014In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 6, p. 895-909Article in journal (Refereed)
    Abstract [en]

    This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not surprising to find that they also included physical arrangements of the jars and actions to support their explanations. Hence, to produce their explanations of different attributes such as thin and sameness, the children drew on each other’s gestures and actions with the jars. This research has implications for how the relationship between verbal language and gestures can be viewed in regard to young children’s explanations.

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