In groupwork activities, interaction plays a crucial role. We focus on two affective variables that frame interaction: one’s own perceived competence (“I can”) and the competence that one recognize to the others (“you can”). In this poster, we show different interpretations of mathematics secondary school teachers about students’ “I can” and “you can” from observations of video excerpts of students working in groups. We discuss agreement/disagreement among teachers’ interpretations.
Teachers’ perspective on group dynamics
C. Andrà;D. Brunetto;N. Parolini;M. Verani
2016-01-01
Abstract
In groupwork activities, interaction plays a crucial role. We focus on two affective variables that frame interaction: one’s own perceived competence (“I can”) and the competence that one recognize to the others (“you can”). In this poster, we show different interpretations of mathematics secondary school teachers about students’ “I can” and “you can” from observations of video excerpts of students working in groups. We discuss agreement/disagreement among teachers’ interpretations.File in questo prodotto:
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