ERIC Number: ED465532
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Understanding, Justification, and Representation: Secondary Students and Emergent Strands in Mathematics Education Case Study Literature.
Sweetman, Timothy D.; Walter, Janet G.; Ilaria, Daniel R.
This paper presents a synthesis of recently published case-studies in mathematics education research on students' mathematical thinking, and provides analyses, with respect to that literature, of video vignettes of high school students' mathematical activities as they participate in a two-week precalculus institute. We questioned whether emergent themes from the literature review we conducted were evidenced by student performances as they worked together on open-ended mathematics tasks during the precalculus institute. Case study articles were selected for the literature review according to specific criteria. The dominant strands of students' mathematical thinking that emerged from the literature review were understanding, proof or justification, and representations. The video episodes analyzed here are selected excerpts from the fourteen-year ongoing study of students' mathematical thinking and proof-making conducted by Rutgers University under the direction of Dr. Carolyn Maher and funded by the National Science Foundation. Analyses of the institute participants' mathematical thinking provided evidence that, under certain circumstances, students appropriately construct understanding, develop logical arguments, and design meaningful representations. (Contains 44 references.) (Author/MM)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A