This paper presents results regarding the Multicommented Transcripts Methodology (MTM) we have enacted to promote in teachers awareness of their own ways of being in the class and to guide them in managing mathematical discussions. After a brief overview of the theoretical framework and the methodological structure of MTM, two multicommented classroom-based episodes are proposed, with the aim of highlighting the MTM educational potentialities. Some final remarks concerning the formative, cultural, educational and methodological principles of MTM are made.
MULTICOMMENTED TRANSCRIPTS METHODOLOGYAS AN EDUCATIONAL TOOL FOR TEACHERS INVOLVED IN CONSTRUCTIVE DIDACTICAL PROJECTS IN EARLY ALGEBRA / Malara, Nicolina Antonia; G., Navarra. - ELETTRONICO. - -:(2011), pp. 2737-2745. (Intervento presentato al convegno CERME 7 tenutosi a Rzezsow nel 9-13 febbraio 2011).
MULTICOMMENTED TRANSCRIPTS METHODOLOGYAS AN EDUCATIONAL TOOL FOR TEACHERS INVOLVED IN CONSTRUCTIVE DIDACTICAL PROJECTS IN EARLY ALGEBRA
MALARA, Nicolina Antonia;
2011
Abstract
This paper presents results regarding the Multicommented Transcripts Methodology (MTM) we have enacted to promote in teachers awareness of their own ways of being in the class and to guide them in managing mathematical discussions. After a brief overview of the theoretical framework and the methodological structure of MTM, two multicommented classroom-based episodes are proposed, with the aim of highlighting the MTM educational potentialities. Some final remarks concerning the formative, cultural, educational and methodological principles of MTM are made.
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