Transcript SSTEM _1200 Megan Anakin

Recognising students’ uncertain
mathematics responses as interactions
snagged at the boundary
STEM thematic group presentation - ISCAR 2014
Megan Anakin
Solving a Missing Number Problem
Mathematics Education Research
Methodology
√ X
• Error analysis and
misconceptions
• Pathology and deficit models
• Reinforces
transmission teaching and
reproduction learning
(Anakin & Linsell, 2014)
Theoretical Framework
• Appreciation of
mathematical structure
(Mason, Stephens, & Watson, 2009)
• Students’ acts of
communication are
viewed as legitimate attempts to participate in
mathematical activity
(Davydov, 1990, Anakin, 2013)
• Researching mathematical knowledge as fluency
(Anakin, Linsell, & Ingram, 2014)
Aim
To investigate the mathematical structure
expressed by primary students as they solve
7+3=□+2
What is the missing number?
Explain why you say that.
Methods
• Micro-analysis of video recordings
(Drew & Heritage, 1992; McNeill, 1992; Roth 2001; Siegler, 1997)
• Mapping technique
(Grune & Jacobs, 2008; Anakin, 2013)
• Inductive analysis (Caspi & Sfard, 2012; Thomas 2006)
• CHAT (Engeström, 1987; Roth & Lee, 2007)
Results
Problem
7+3=□+2
Explanations
7 + 3 = 10 and 8 + 2 = 10
7 + 3 = 10
Answers
10
8
12
Ambivalent
Other Numbers
7 + 3 = 10 + 2 = 12
Ambiguous
7 + 3 = 10 and 10 + 2 = 12
Results
No shared object
No possibility of boundary crossing
Results
Shared object
Potential for boundary crossing
Results
Shared object
Boundary crossing event
Discussion
Students’ answers and
explanations:
• reflect how they express the mathematical structure
of the problem and it differs from a mathematician’s
approach
• provide tools for conversations about learning
• suggest future teaching directions
(e.g., increase algebra-like language)
Implications
In and Beyond Mathematics Classrooms
• A focus on what students know
and can do (fluency)
• Allows students and teachers to
recognise the tools present in
their acts of communication
about mathematics
• Antecedents of teachable
moments can be recognised and
developed into deliberate acts of
teaching
Solving a Missing Number Problem
Social situation of development
(Vygotsky)
Thank you
[email protected]