Literaturnachweis - Detailanzeige
Autor/inn/en | Jeannotte, Doris; Kieran, Carolyn |
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Titel | A Conceptual Model of Mathematical Reasoning for School Mathematics |
Quelle | In: Educational Studies in Mathematics, 96 (2017) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jeannotte, Doris) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1954 |
DOI | 10.1007/s10649-017-9761-8 |
Schlagwörter | Mathematics Instruction; Thinking Skills; Mathematics Education; Mathematical Models; Educational Research |
Abstract | The development of students' mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on "anasynthesis" (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |