'I Sense' and 'I Can': Framing Intuitions in Social Interactions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Andrà, Chiara; Liljedahl, Peter
Titel	'I Sense' and 'I Can': Framing Intuitions in Social Interactions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intuition; Class Activities; Interpersonal Relationship; Secondary School Students; Grade 9; Cooperative Learning; Mathematics Activities; Problem Solving; Persuasive Discourse; Power Structure; Group Dynamics; Interpersonal Communication; Nonverbal Communication; Interaction; Affective Behavior; Motivation + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Kooperatives Lernen; Problemlösen; Persuasion; Persuasive Kommunikation; Gruppendynamik; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Interaktion; Affective disturbance; Active behaviour; Affektive Störung; psychologische; Motivation (psychologisch)
Abstract	In this article we examine intuitions as they emerge in groupwork activities. We provide a framework and a methodology to code various aspects of the activity, social and mathematical. Focusing mostly on students' gazes, we explore how affective moves give rise to, and determine, students' interactions and thoughts. We argue that intuition does not take place in the mind of the individual, it is not a matter of 'I think', but it arises from actions and reactions, in relationships with others and with artefacts. Data from a 50 minutes groupwork activity of four grade-9 students allows us to further discuss our framework. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01