caa a22 4500 465750532 CHVBK 20180323111832.0 cr unu---uuuuu 170327e19900901xx s 000 0 eng 10.1007/BF03219470 doi (NATIONALLICENCE)springer-10.1007/BF03219470 Leder Gilah aut Talking about mathematics [Elektronische Daten] [Gilah Leder] Students in a grade 3 class in a primary school in an outer suburb of Melbourne were encouraged to talk about, and ultimately reflect on, the work they had learnt in mathematics. Four lessons, each of approximately 50 minutes duration, were videotaped. Key excerpts were subsequently replayed to the children in a one-to-one setting. The data presented focussed on a lesson aimed to extend the children's knowledge of fractions beyond a half and a quarter. By tracing the responses of four students in particular, two low and two average achievers, substantial individual differences in the ways children constructed meaning out of shared mathematical experiences were identified. The investigation confirmed that listening to students talk about their own mathematical experiences provides a rich data base for investigating students' learning, error analysis, and subsequent teaching. Australian Association for Research in Education, 1990 The Australian Educational Researcher Springer Netherlands 17/2(1990-09-01), 17-27 0311-6999 17:2<17 1990 17 13384 https://doi.org/10.1007/BF03219470 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03219470 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Leder Gilah aut NATIONALLICENCE 773 0- The Australian Educational Researcher Springer Netherlands 17/2(1990-09-01), 17-27 0311-6999 17:2<17 1990 17 13384 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer