Vol. 22 No. 3 (2000): Lernen im Dialog

View Vol. 22 No. 3 (2000): Lernen im Dialog

Published: 2000-12-01

Editorial

L’apprentissage par le dialogue

Michael Zutavern, Anne-Nelly Perret-Clermont

417-420
- pdf (Français)

Thematic contribution

To the Role of the Teacher in Cooperative Learning

Christine Pauli, Kurt Reusser

421-442
- pdf (Deutsch)
Methods and behavior of Portuguese students solving algebra problems in pairs

Margarida Cesar, Anne-Nelly Perret-Clermont, Ana Benavente

443-466
- pdf (Français)
Enhancing Interactions During Dyadic Learning in Mathematics

Pamela Stecker, Lynn S. Fuchs, Douglas Fuchs

467-480
- pdf
Peer interaction in the teaching of mathematics: explanation and the coordination of knowledge

Pamela Davenport, Christine Howe, Andrew Noble

481-507
- pdf
Learning in dialogue – Description and analysis of student dialogues during the solving of a problem in a learning dyad

Erwin Beck, Matthias Baer, Thomas Bachmann, Titus Guldimann, Ruth Niedermann, Michael Zutavern

509-534
- pdf (Deutsch)
Are there just two people in a dyad? Dyadic configurations in multiparty family conversations

Sabine Pirchio, Claudia Pontecorvo, Laura Sterponi

535-558
- pdf
Interactive Minds – A Paradigm for the Study of the Social-Interactive Nature of Human Cognition and its Lifespan Development

Ursula M. Staudinger, Markus Joos

559-574
- pdf

Varia

Cultural identity and school characteristics of Portuguese pupils in Switzerland

Francisco Pons, Pierre-André Doudin, Gianreto Pini

585-606
- pdf (Français)

Discussion

Quelques réflexions à la suite des interactions

Baruch Schwarz

575-583

Review