The Role of Context for Characterising Students' Strategies When Estimating Large Numbers of Elements on a Surface

Autor/inn/en	Albarracín, Lluís; Ferrando, Irene; Gorgorió, Núria
Titel	The Role of Context for Characterising Students' Strategies When Estimating Large Numbers of Elements on a Surface
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 6, S.1209-1227 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albarracín, Lluís)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10107-4
Schlagwörter	Computation; Cognitive Processes; Secondary School Students; Problem Solving; Mathematics Activities + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Sekundarschüler; Problemlösen
Abstract	This paper presents a qualitative study developed with a group of 16-year-old students who were asked to estimate large numbers of elements on a bounded surface. Taking the realistic mathematics education framework as a reference, we presented the students with an activity sequence comprised of four different tasks--each one with a different realistic context, which were variations of the same estimation problem. Our data comprises the written reports that the students submitted on completing the tasks. The strategies deployed by the students to solve the tasks consisted in the incardination of procedures related to the concepts of measurement and proportionality. For each task, we present the characterization of the strategies through a visual resource in the form of a tree-like diagram. We integrated the treelike diagrams of the four tasks to generate a tree-like diagram for the general problem. This allowed us to discuss the role of context in the strategies the students reported having used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01