"Relational" Equity: Elementary Students Co-Construct a Social-Mathematical Power Dynamic during Collaborative Engagement on Equivalence Tasks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Brown, Sarah A.; Gutiérrez, José F.; Alibali, Martha W.
Titel	"Relational" Equity: Elementary Students Co-Construct a Social-Mathematical Power Dynamic during Collaborative Engagement on Equivalence Tasks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Qualitative Research; Elementary School Students; Cooperative Learning; Problem Solving; Mathematical Concepts; Mathematical Logic; Interaction; Power Structure; Grade 2; Grade 3; Pretests Posttests; Interviews; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Qualitative Forschung; Kooperatives Lernen; Problemlösen; Mathematical logics; Mathematische Logik; Interaktion; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Interviewing; Interviewtechnik; Elementare Mathematik; Schulmathematik
Abstract	We report a qualitative analysis of elementary school students engaged in collaborative problem solving involving mathematical equivalence tasks. We build on previous research showing that students often use strategies based on either operational or relational understandings of the equal sign. We closely analyze three cases and identify nuanced aspects of the social interaction that influence whether and how students develop and use operational or relational strategies toward a final solution. Students' demonstrated understandings of the equal sign during collaboration aligned with those identified in past research. We argue that a social-mathematical power dynamic was co-constructed in each of the dyads, and the ways students navigated that dynamic affected the quality of individual engagement and therefore learning. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01