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

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

Standard

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 › fagfællebedømt

Harvard

Dreyøe, J, Larsen, DM & Misfeldt, M 2018, From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference. i Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. bind 2, Lulu Press, s. 371-378.

APA

Dreyøe, J., Larsen, D. M., & Misfeldt, M. (2018). From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference. I Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Bind 2, s. 371-378). Lulu Press.

Vancouver

Dreyøe J, Larsen DM, Misfeldt M. From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference. I Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Bind 2. Lulu Press. 2018. s. 371-378

Author

Dreyøe, Jonas ; Larsen, Dorte Moeskær ; Misfeldt, Morten. / From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Bind 2 Lulu Press, 2018. s. 371-378

Bibtex

@inproceedings{d5788f991ecc4b578de3d13e1e5535ed,
title = "From everyday problem to a mathematical solution: Understanding student reasoning by identifying their chain of reference",
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.",
keywords = "students, everyday problems to formal mathematical solutions, mathematic, classroom, Latour, collaborative mathematical reasoning, grade 5 students, chain of reference, Bruno Latour, mathematics, students' work process",
author = "Jonas Drey{\o}e and Larsen, {Dorte Moesk{\ae}r} and Morten Misfeldt",
year = "2018",
language = "English",
volume = "2",
pages = "371--378",
booktitle = "Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education",
publisher = "Lulu Press",

}

RIS

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