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AN ANALYSIS OF STUDENT TALK IN ‘RE-LEARNING’ ALGEBRA: FROM INDIVIDUAL COGNITION TO SOCIAL PRACTICE

AN ANALYSIS OF STUDENT TALK IN ‘RE-LEARNING’ ALGEBRA: FROM INDIVIDUAL COGNITION TO SOCIAL PRACTICE Abstract In this paper we report on a study with the aim of investigating how a focus on language and meaning can assist students in reconstructing algebraic knowledge. The project is set in the context of ongoing work with students in Higher Education who need to develop their understanding of algebra if they are to make substantial progress within their undergraduate studies. The project is based upon a belief that students' difficulties with algebra are language-related. We have collected extensive data by means of video taped sessions involving the students talking about their own understandings of algebra. The students involved were drawn from courses in initial teacher education and engineering. This paper presents a detailed analysis of the responses of one student and discusses the ways in which this shifted our attention as researchers from looking at our data from the perspective of individual cognition towards one informed by social practice theory. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Mathematics Education Taylor & Francis

AN ANALYSIS OF STUDENT TALK IN ‘RE-LEARNING’ ALGEBRA: FROM INDIVIDUAL COGNITION TO SOCIAL PRACTICE

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AN ANALYSIS OF STUDENT TALK IN ‘RE-LEARNING’ ALGEBRA: FROM INDIVIDUAL COGNITION TO SOCIAL PRACTICE

Abstract

Abstract In this paper we report on a study with the aim of investigating how a focus on language and meaning can assist students in reconstructing algebraic knowledge. The project is set in the context of ongoing work with students in Higher Education who need to develop their understanding of algebra if they are to make substantial progress within their undergraduate studies. The project is based upon a belief that students' difficulties with algebra are language-related. We have...
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1463-6441
DOI
10.1080/14794809909461542
Publisher site
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Abstract

Abstract In this paper we report on a study with the aim of investigating how a focus on language and meaning can assist students in reconstructing algebraic knowledge. The project is set in the context of ongoing work with students in Higher Education who need to develop their understanding of algebra if they are to make substantial progress within their undergraduate studies. The project is based upon a belief that students' difficulties with algebra are language-related. We have collected extensive data by means of video taped sessions involving the students talking about their own understandings of algebra. The students involved were drawn from courses in initial teacher education and engineering. This paper presents a detailed analysis of the responses of one student and discusses the ways in which this shifted our attention as researchers from looking at our data from the perspective of individual cognition towards one informed by social practice theory.

Journal

Advances in Mathematics Education – Taylor & Francis

Published: Jan 1, 1999

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