Sarpkaya Aktaş, GülfemKaramik, Gözdegül ArıkBulut, NeslihanAkcamete, GUzunboylu, HOulmu, SKarahoca, ABabadoan, COzdamli, FKanbul, S13.07.20192019-07-1613.07.20192019-07-1620111877-0428https://doi.org/10.1016/j.sbspro.2011.03.256https://hdl.handle.net/20.500.12451/50843rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEYWOS:000466750601034The purpose of this study is to investigate 6th grade math class activities with students in classroom interactions in terms of development of mathematical thinking respectively. Qualitative research methods, case study was used to work. The case has been appointed as the classroom activities. In this context, a primary school 6th grade mathematics teacher's video recordings were examined for 120 minutes. Classroom communication is analyzed separately for each activity with regard to the categories. Results indicated that in learning and teaching process students and teacher carried out 8 sub-categories which belong to "Organize their mathematical thinking through communication" category.eninfo:eu-repo/semantics/openAccessCommunication StandardsLearning and Teaching ProcessClassroom InteractionConference Object151163116710.1016/j.sbspro.2011.03.256N/AWOS:000466750601034N/A