Discursive positionings and emotions in modelling activities

Daher, Wajeeh

doi:10.1080/0020739x.2015.1031836

Cited by 19 publications

(19 citation statements)

References 13 publications

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“…Technology is a tool that the student uses for representative purposes and from the multiple representations obtained generates conjectures, arguments and ideas to approach or finish his modeling process. (Brown, 2015;Daher, 2015;Suárez Téllez & Cordero Osorio, 2008 Instrument to simulate or recreate phenomena…”

Section: Visualization Instrumentmentioning

confidence: 99%

Research Trends in Digital Technologies and Modeling in Mathematics Education

Molina-Toro

Rendón-Mesa

Villa-Ochoa

2019

EURASIA J MATH SCI T

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This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses. Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge. EURASIA J Math Sci and Tech Ed3 / 13

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Section: Visualization Instrumentmentioning

confidence: 99%

Research Trends in Digital Technologies and Modeling in Mathematics Education

Molina-Toro

Rendón-Mesa

Villa-Ochoa

2019

EURASIA J MATH SCI T

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“…Evans, Morgan and Tsatsaroni, in their writings about discursive analysis describe the positionings taken care of in the structural analysis: Helper and seeker of help (helper positioned more powerfully), collaborator and solitary worker, director of activity and follower of directions (the latter less powerful), evaluator and evaluated, insider and outsider.The second phase of discursive analysis (the textual analysis) has two functions (Evans, 2006) Little research has utilized the discursive framework of Evans, Morgan and Tsatsaroni. This includes research done by the founders, as well as few additional researches such as Daher (2015) and Daher, Swidan and Shahbari (2015). The little research that uses the framework means that the potentialities of the framework as an analysis method that takes into consideration two aspects of learning are not utilized fully.…”

Section: Students' Positioning and Emotions In Mathematics Learningmentioning

confidence: 99%

Metacognition, Positioning and Emotions in Mathematical Activities

Daher

Anabousy

Jabarin

2018

International Journal of Research in Education and Science

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Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link students" positions to their emotions. Here, we add to this relationship the metacognition variable, where we study how the added variable affects students" positioning in mathematical activities. A group of three Grade 7 high-achieving students participated in the research. They used GeoGebra to learn the topic of perpendicular lines through an authentic activity. The research results indicate that most of the means of claiming leadership were metacognitive in nature and were performed to enable the advancement of the group learning of the topic of perpendicular straight lines. These means were primarily requesting actions, initiating actions, performing actions, declaring actions, taking decisions, evaluation, monitoring and regulation. In one case, the claiming of leadership was accompanied with positive affect, namely enthusiasm, determination, and enjoyment. In the other case, the claiming of leadership was accompanied with different positive affect that included self-confidence and being proud of oneself.

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“…However, most of the research conducted on emotions and affect has been completed through surveys and not during students' engagement with problem solving (Hannula, 2015). Several research studies were found that were conducted on children's emotions during problem solving situations in the classroom (e.g., Daher, 2015;Evans, Morgan, & Tsatsaroni, 2006;Hannula, 2015;Williams, 2002) and at home (e.g. Else-Quest, Hyde, & Hejmadi, 2008).…”

Section: Collaborationmentioning

confidence: 99%

“…Else-Quest, Hyde, & Hejmadi, 2008). Those researchers have conjectured that students experience positive and negative emotions while engaged with mathematical tasks (Hannula, 2015); students' emotions are linked to their positionings (Daher, 2015;Evans et al, 2006); and when students displayed positive emotions, they were able to develop mathematical understanding (Williams, 2002;Else-Quest et al, 2008).…”

Section: Collaborationmentioning

confidence: 99%

“…problem solving in the classroom linked students' emotions with their positionings (Daher, 2015;Evans et al, 2006). Daher (2015) researched the positions and emotions of four Grade 7 students while they engaged with a modeling activity relating to ratios. The students worked on the task for 3 consecutive hours.…”

Section: Link Between Emotions and Positionings Two Research Studiesmentioning

confidence: 99%

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Beyond Problem-Solving: Elementary Studentsâ Mathematical Dispositions When Faced With The Challenge Of Unsolved Problems

O'Dell¹

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Discursive positionings and emotions in modelling activities

Cited by 19 publications

References 13 publications

Research Trends in Digital Technologies and Modeling in Mathematics Education

Research Trends in Digital Technologies and Modeling in Mathematics Education

Metacognition, Positioning and Emotions in Mathematical Activities

Beyond Problem-Solving: Elementary Studentsâ Mathematical Dispositions When Faced With The Challenge Of Unsolved Problems

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Discursive positionings and emotions in modelling activities

Cited by 19 publications

References 13 publications

Research Trends in Digital Technologies and Modeling in Mathematics Education

Research Trends in Digital Technologies and Modeling in Mathematics Education

Metacognition, Positioning and Emotions in Mathematical Activities

Beyond Problem-Solving: Elementary Studentsâ Mathematical Dispositions When Faced With The Challenge Of Unsolved Problems

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Beyond Problem-Solving: Elementary Studentsâ Mathematical Dispositions When Faced With The Challenge Of Unsolved Problems