Students' Concepts‐ and Theorems‐in‐Action on a Novel Task About Similarity

DeJarnette, Anna F.; Walczak, Marissa; González, Gloriana

doi:10.1111/ssm.12092

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Proportional reasoning, a topic many adults struggle with (Lamon, ), has been a focus of extensive in‐school mathematics research (Ben‐Chaim, Fey, Fitzgerald, Benedetto, & Miller, ; DeJarnette, González, & Walczak, ; Lamon, ; Streefland, ; Tourniaire & Pulos, ). One of the most common errors students make when solving proportion problems is to use an additive (or “fixed difference”) strategy rather than a multiplicative one (Kaput & West, ; Lamon, ; Tourniaire & Pulos, ; Vergnaud, ).…”

Section: Introductionmentioning

confidence: 99%

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Smith

2018

School Sci & Mathematics

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Body-based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body-based or analogous non-bodybased activities over the course of a two-week unit on similarity. Pre-and post-tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body-based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body-based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body-based condition were more likely to recall their experiences from a first-person perspective, while students in the control condition were more likely to use a third-person perspective.

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Section: Introductionmentioning

confidence: 99%

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Smith

2018

School Sci & Mathematics

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Collective Action and Collective Scheme in the Mobilization of Learning Chemistry According to Vergnaud’s Theory of Conceptual Fields

Andrade

Honório

Filho

2017

PEC

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This research’s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo André. For such, cognitive indicators mobilized by them while living individual and group situations on water’s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations’ corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer’s Chemistry Knowledge Space to Gérard Vergnaud’s Theory of Conceptual Fields. The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character. Thus, one might conclude that, under this research’s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry. Keywords: collective action, space of knowledge of chemistry, collective scheme, theory of conceptual fields.

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Positioning During Group Work on a Novel Task in Algebra II

DeJarnette

González

2015

JRME

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Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We examined the patterns of positioning that students demonstrated during group work and how students' positioning moves related to the ways they established the resources, operations, and product of a task. Students who frequently repositioned themselves created opportunities for mathematical reasoning by attending to the resources and operations necessary for completing the task. The findings of this study suggest how students' positioning and mathematical reasoning are intertwined and jointly support collaborative learning through work on novel tasks.

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Students' Concepts‐ and Theorems‐in‐Action on a Novel Task About Similarity

Cited by 3 publications

References 11 publications

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Collective Action and Collective Scheme in the Mobilization of Learning Chemistry According to Vergnaud’s Theory of Conceptual Fields

Positioning During Group Work on a Novel Task in Algebra II

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