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Experimenting with the structured assessment dialogue in physics and mathematics classes
Nieminen, Pasi; Hähkiöniemi, Markus; Bruun, Jesper; Viiri, Jouni (Finnish Mathematics and Science Education Research Association (FMSERA), 2017)This study deals with a formal, pre-planned teacher–student discussion, called structured assessment dialogue (SAD) that assesses students’ inquiry competences by combining formative and summative assessments. Six SAD ... -
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics
Hähkiöniemi, Markus; Hiltunen, Jenna; Jokiranta, Kaisa; Kilpelä, Jonathan; Lehesvuori, Sami; Nieminen, Pasi (Elsevier, 2022)In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic ... -
Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation
Hähkiöniemi, Markus (Springer, 2022)In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to ... -
Digital scaffold supporting dialogue and acquisition of academic language related to argumentation during online inquiry
Murphy, Victoria (2016)In the 21st century collaboration and the use of digital environments have been recognised as key areas of classroom ecology. Dialogue in particular has been highlighted as an important part of collaboration in many studies. ... -
Attending to and fostering argumentation in whole class discussion
Hähkiöniemi, Markus; Nieminen, Pasi; Lehesvuori, Sami; Francisco, John; Hiltunen, Jenna; Jokiranta, Kaisa; Viiri, Jouni (Svensk förening för matematikdidaktisk forskning (SMDF), 2018)Prior studies highlighted the importance of whole class discussion after student activities and have focused, for example, on teacher moves in supporting discussion. We characterize two processes in teacher-students ...
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