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A Journey in Mathematics Education ResearchParticipating in Classroom Mathematical Practices

A Journey in Mathematics Education Research: Participating in Classroom Mathematical Practices [In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students’ diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Journey in Mathematics Education ResearchParticipating in Classroom Mathematical Practices

Part of the Mathematics Education Library Book Series (volume 48)
Editors: Sfard, Anna; Gravemeijer, Koeno; Yackel, Erna
Cobb, Paul; Stephan, Michelle; McClain, Kay; Gravemeijer, Koeno
Springer Journals — Nov 3, 2010
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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2011
ISBN
978-90-481-9728-6
Pages
117 –163
DOI
10.1007/978-90-481-9729-3_9
Publisher site
See Chapter on Publisher Site

Abstract

[In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students’ diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research.]

Published: Nov 3, 2010

Keywords: Classroom mathematical practices; Design research cycle; Hypothetical learning trajectory; Interpretive framework; Linear measurement

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