From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference. / Dreyøe, Jonas; Larsen, Dorte Moeskær; Misfeldt, Morten.
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 2 Lulu Press, 2018. p. 371-378.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference
AU - Dreyøe, Jonas
AU - Larsen, Dorte Moeskær
AU - Misfeldt, Morten
PY - 2018
Y1 - 2018
N2 - This paper investigates a group of students reasoning in an inquiry-oriented and open mathematical investigation developed as a part of a large-scale intervention. We focus on the role of manipulatives, articulations, and representations in collaborative mathematical reasoning among grade 5 students. In this analysis, we apply the idea of the chain of reference from the studies of Bruno Latour (1999) to the exploration, generation, and formalization of scientific knowledge. This framework allows us to combine knowledge from mathematics education about language and representations, manipulatives, and reasoning in a way that allows us to follow the material traces of students mathematical reasoning and hence discuss the possibilities, limitations, and pedagogical consequences of the application of Latour's (1991) framework.
AB - This paper investigates a group of students reasoning in an inquiry-oriented and open mathematical investigation developed as a part of a large-scale intervention. We focus on the role of manipulatives, articulations, and representations in collaborative mathematical reasoning among grade 5 students. In this analysis, we apply the idea of the chain of reference from the studies of Bruno Latour (1999) to the exploration, generation, and formalization of scientific knowledge. This framework allows us to combine knowledge from mathematics education about language and representations, manipulatives, and reasoning in a way that allows us to follow the material traces of students mathematical reasoning and hence discuss the possibilities, limitations, and pedagogical consequences of the application of Latour's (1991) framework.
KW - students
KW - everyday problems to formal mathematical solutions
KW - mathematic
KW - classroom
KW - Latour
KW - collaborative mathematical reasoning
KW - grade 5 students
KW - chain of reference
KW - Bruno Latour
KW - mathematics
KW - students' work process
M3 - Article in proceedings
VL - 2
SP - 371
EP - 378
BT - Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
PB - Lulu Press
ER -
ID: 228153490