Invitations to contextualizing teaching and learning: International and comparative studies on classroom interaction.

• In this memorandum we are outlining problems which we – from our point of view – consider as vital when dealing with notions of context in research on teaching and classroom interaction. We will firstly locate such notions within the Learner’s Perspective Study (LPS) and secondly within research discourses on classroom interaction. Thirdly, when dealing with mathematics education we will have a look on the systems of expertise that are working within this field – e.g. in terms of hegemonic discourses and globalization. It is our hope that our dealing with these problems will contribute to the work of LPS. One is to construct different ways to conceptualize context in LPS research problematics. Two is to develop and test notions of context in classroom interaction. And three is to engage in arguments concerning maths education processes.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

teaching

classroom interaction

comparative education

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)