Understanding the Development of Mathematical Work in the Context of the Classroom

Autor/inn/en	Kuzniak, Alain; Nechache, Assia; Drouhard, J. P.
Titel	Understanding the Development of Mathematical Work in the Context of the Classroom
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 6, S.861-874 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0773-0
Schlagwörter	Mathematics Education; Teaching Methods; Grade 9; Grade 10; Models; Probability; Mathematics Skills; Semiotics; Secondary School Mathematics; Cognitive Processes; Epistemology + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Analogiemodell; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Semiotik; Cognitive process; Kognitiver Prozess; Erkenntnistheorie
Abstract	According to our approach to mathematics education, the optimal aim of the teaching of mathematics is to assist students in achieving efficient mathematical work. But, what does efficient exactly mean in that case? And how can teachers reach this objective? The model of Mathematical Working Spaces with its three dimensions--semiotic, instrumental, discursive--allows us to address these questions in an original way based on a multidimensional approach to the use of tools and instruments and on the notion of complete mathematical work. The Mathematical work is considered complete when a genuine relationship exists between epistemological and cognitive aspects, and when the three dimensions of the model are appropriately articulated. Two teaching situations in probability for Grades 9 and 10 (age 14 and 15) are used to illustrate how the model can help identify either misunderstandings that are not acknowledged by the teacher, or complete mathematical work despite some differences between intended and actual work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01