Democratic mathematical practices
Analysis of a school experience
DOI:
https://doi.org/10.35763/aiem.v0i19.417Keywords:
Democratic mathematical practices, classroom norms, meaning construction, length measure.Abstract
In this article we propose the characterization of the democratic mathematical practices promoted in a mathematics classroom with 12-13-year-old students focused on the teaching and learning of the length measurement. It is shown that the promotion of such practices makes it possible to successfully negotiate mathematical meanings. An analysis is carried out in which, in addition to the identification of democratic mathematical practices, we observe norms to describe and interpret the interactive processes that shape the participation of teacher and students in the lessons. The results indicate a predominance of practices related to the articulation and resolution of conflicts. It is also found that each type of democratic mathematical practice relates to a certain type of norm.
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