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ERIC Number: EJ1047415
Record Type: Journal
Publication Date: 2015-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0013-1954
The Rise and Run of a Computational Understanding of Slope in a Conceptually Focused Bilingual Algebra Class
Zahner, William
Educational Studies in Mathematics, v88 n1 p19-41 Jan 2015
This paper uses a multilevel analysis of mathematical reasoning rooted in Cultural Historical Activity Theory to examine how mathematical discourse and student reasoning about linear functions developed across 3 weeks in a ninth grade bilingual algebra class. Despite the teacher's expertise teaching with a conceptual focus, and her stated intention to focus on slope as a rate of change, the case study students in her class appeared to appropriate a procedural understanding of slope. By examining the nested activity systems of the students' group discussions, the classroom, school, and district, this analysis shows how external assessment pressures shaped the teacher's selection of tasks, her and her students' use of mathematical discourse, and ultimately, her students' opportunity to learn a critical algebraic concept.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A