Store, Jessie (2018). Productive discussions for algebraic thinking: generalization and justification context. Revista Internacional de Pesquisa em Educação Matemática, 8(1), pp. 60-80 .
![]()
| PDF - Versión Publicada Disponible bajo la licencia Creative Commons No Comercial Sin Derivar. 402Kb |
URL Oficial: http://sbem.iuri0094.hospedagemdesites.ws/revista/...
Resumen
As emphasis on mathematical reasoning—defined as making and justifying conjectures —grows internationally, the need for studying classroom practices that balance the support of reasoning and discourse is also growing. This qualitative study reports teaching practices that supported students’ mathematical reasoning during a teaching experiment in a rural fifth grade classroom. Particularly, it focuses on the teacher’s reasoning and observed practices when planning, facilitating small group and whole class discussions, and the mathematical reasoning co-constructed within such practices. Connecting verbal and symbolic generalizations, recursive and explicit generalizations, and purposefully sequencing responses and tasks in terms of sophistication and understandability are some of the discursive practices that emerged from the data as supports of mathematical reasoning. Audio and video recordings of classroom activities, teacher’s reflections, and observation notes were data sources. Implications for research and practice are discussed.
Tipo de Registro: | Artículo |
---|---|
Términos clave: | 06. Aprendizaje > Procesos cognitivos > Razonamiento > _Otro (razonamiento) 03. Aula > Gestión del aula > El discurso 04. Alumno > Diversidad > Urbano-rural 13. Matemáticas escolares > Álgebra > _Otro (álgebra) 06. Aprendizaje > Procesos cognitivos > Generalización |
Nivel Educativo: | Educación Primaria (7-12 años) |
Código ID: | 26638 |
Depositado Por: | Monitor Funes 2 |
Depositado En: | 03 Jul 2022 12:40 |
Fecha de Modificación Más Reciente: | 03 Jul 2022 12:40 |
Valoración: |
Personal del repositorio solamente: página de control del documento