ERIC Number: ED389569
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
The Development of a Student Theory: The Role of Discourse.
Adams, Verna M.; Price, Terry M.
This study examines the role of discourse in the development of students' understandings of a rule for determining if a number is divisible by 8. The rule was suggested by a student in a seventh-grade mathematics class. Its validity was investigated in whole-class discussions that occurred on 3 consecutive days. In addition to making field notes and videotaping classroom interactions, what students learned was investigated through the use of whole class surveys and interviews with 9 out of 29 students. Discourse served to sustain the investigation, to assist students' development of the idea, and to confuse students. Confusion occurred as a result of "failures of context" when the discourse failed to deal with the complexity of the language structure involved in a rule and to discriminate between meanings of words such as even and evenly. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Mathematical Communication
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.