Erdachte Dialoge in der Mathematikdidaktik

authored by

Annika M. Wille

Abstract

An imaginary dialogue is a form of mathematical writing where a single student composes a written dialogue between two protagonists who discuss a mathematical task or question (Wille 2008). The aim of this article is to discuss from a theoretical perspective the potential and limitations of the use of imaginary dialogues in mathematics education in order to understand students’ mathematical thinking processes. Grade 5 students’ writing on fractions will serve to exemplify the theoretical line of argumentation.

External Organisation(s)

Alpen-Adria-Universitat Klagenfurt (AAU)

Type

Article

Journal

Journal fur Mathematik-Didaktik

Volume

38

Pages

29-55

No. of pages

27

ISSN

0173-5322

Publication date

01.03.2017

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

General Mathematics, Education

Electronic version(s)

https://doi.org/10.1007/s13138-016-0111-7 (Access: Open)

 

Details in the research portal "Research@Leibniz University"