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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Säljö Roger 1948

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  • Lantz-Andersson, Annika, 1961, et al. (författare)
  • What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools
  • 2009
  • Ingår i: Instructional Science. - : Springer Science and Business Media LLC. - 1573-1952 .- 0020-4277. ; 37:4, s. 325-343
  • Tidskriftsartikel (refereegranskat)abstract
    • The general background of this study is an interest in how digital tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine students’ reasoning when solving word problems in mathematics, and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students. Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students’ activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences students develop when using tools of this kind.
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27.
  • Mauritzson, Ulla, 1949, et al. (författare)
  • Adult Questions and Children's Responses: coordination of perspectives in studies of children's theories of other minds
  • 2001
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 45:3, s. 213-231
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract The main aim of this study is to shed light on the issue of how children learn to identify what is meant by what is said in communicative practices. The study replicates and extends the well-known work on what is referred to as children's 'theories of other minds'. The focus in the present study is on the interplay between the adult and the child, the nature of the task and the child's position in the communicative encounter. Rather than assuming that children have or do not have 'theories of other minds', we explore the communicative conditions under which children can be made sensitive to the nature of other people's (mistaken) beliefs. The empirical work was carried out amongst children aged three to five, since this is the critical age at which it is claimed that children become sensitive to the fact that other people's perspectives of a situation may differ from their own. The results show that whether or not children 'are able' to adopt other people's perspectives is very much a situated affair and reflects the manner in which they are brought into a position where they can share the framing of the adult. The questions posed are interpreted differently by the children in ways that go beyond the intended difference that concerns perspectivity. The test situation is polysemous in many respects and the variation in responses cannot be reduced to such a simple distinction as the one implied in the theory of mind research paradigm, which represents a monological conception of communication.
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  • Mäkitalo, Åsa, 1966, et al. (författare)
  • Mécanismes socio-cognitifs et communication
  • 2004
  • Ingår i: Les catégories techniques dans le discours Hermés: Critique dela raison numérique. ; :39
  • Tidskriftsartikel (refereegranskat)
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