From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference

Jonas Dreyøe; Dorte Moeskær Larsen; Morten Misfeldt

From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference

Jonas Dreyøe, Dorte Moeskær Larsen, Morten Misfeldt

Abstract

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.

Originalsprog	Engelsk
Titel	Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
Antal sider	8
Vol/bind	2
Forlag	Lulu Press
Publikationsdato	2018
Sider	371-378
Status	Udgivet - 2018
Udgivet eksternt	Ja

Citationsformater

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. Bind 2 Lulu Press, 2018. s. 371-378.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

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