Literaturnachweis - Detailanzeige
Autor/inn/en | Brown, Sarah A.; Gutiérrez, José F.; Alibali, Martha W. |
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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 |
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 |
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 |