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Proportional Reasoning in a Grade 6 Algebra Class

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Anna L.V. Lundberg
Publicerad i BSRLM-NoRME Joint Conference 16-17 November, Cambridge University, UK.
Publiceringsår 2012
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för didaktik och pedagogisk profession
Språk en
Länkar www.bsrlm.org.uk/2012novstuff/BSRLM...
Ämneskategorier Utbildningsvetenskap, Didaktik

Sammanfattning

The aim of this paper is to analyse how a teacher handles a geometrical pattern task in a lesson in situ, and discuss possibilities to devel op knowledge about proportionality and proportional reasoning through such a task. The pieces of knowledge in the lesson affect the teacher – students’ interactions, in such a way that the teaching and learning processes cannot be studied separately from the mathematical content. Therefore, I assume that looking at the interaction patterns through classroom observations may allow me to see what is taught about proportionality and proportional reasoning I have chosen one video recorded lesson out of 25 lessons with 7 teachers from the project VIDEOMAT. The task in the lesson is to build patterns using sticks, and to complete a table with the correct number of sticks. The teacher’s goal is that children discover how many sticks are needed for each figure in the pattern and explain how they find their answers. After the students have completed the task the teacher asks students how they got on. When several strategiesappear generating different answers, the teachers asks the student to use the sticks again to dete rmine which answer is correct.

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