Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Student-driven proportion… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Student-driven proportional reasoning approaches to an early algebra task

Paper i proceeding
Författare Anna L.V. Lundberg
Thomas Hillman
Publicerad i Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5. Kiel, Germany: PME.
Volym 5
Sidor 112
Publiceringsår 2013
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Institutionen för didaktik och pedagogisk profession
Sidor 112
Språk en
Ämnesord Early Algebra, representations, mathematics education, proportional reasoning
Ämneskategorier Annan matematik, Pedagogik

Sammanfattning

In autumn 2011, Sweden introduced a new curriculum that, among other changes, introduces the concept of proportionality earlier than before. Under the new curriculum, proportionality is introduced during year six, the same year that early algebra and in particular the concept of variable is first included. In this presentation, we will examine the role of proportionality in Swedish early algebra lessons by examining the discursive and representational resources at play. To illustrate our analysis will draw on one lesson from a corpus of over 100 hours of early algebra classroom video recordings collected as part of the VIDEOMAT project. The particular sequence that we will discuss was identified through inductive multimodal analysis (Jewitt, Kress, Ogborn, & Tsatsarelis, 2001) that was conducted during a process of repeated shared data sessions (Jordan & Henderson, 1995). Following identification of this sequence that involves students working in groups on a patterning task, we drew on the Vygotskian tradition to interpret the relationships among discourse, gesture and forms of visual representations. In particular, we followed Kaput’s (1998) assertion that basic notations are fundamental and complex cultural achievements and adopted a view of representations as “a relationship of symbolisation between two representational systems” in line with Goldin (1998). Based on this analysis, we found that despite not having been introduced by the teacher or the textbook as a possible strategy for solving algebraic problems, the students made extensive use of proportional reasoning during the lesson. Given that the new Swedish curriculum introduces proportionality as a concept during the same year that algebra is introduced and the importance of supporting the building of connections between different mathematical concepts (e.g. Goldin, 1988), the student-driven use of proportional reasoning to solve algebraic tasks offers a significant pedagogical opportunity.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?