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ERIC Number: EJ1049700
Record Type: Journal
Publication Date: 2015-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0013-1954
Examining Individual and Collective Level Mathematical Progress
Rasmussen, Chris; Wawro, Megan; Zandieh, Michelle
Educational Studies in Mathematics, v88 n2 p259-281 Feb 2015
A challenge in mathematics education research is to coordinate different analyses to develop a more comprehensive account of teaching and learning. We contribute to these efforts by expanding the constructs in Cobb and Yackel's (Educational Psychologist 31:175-190, 1996) interpretive framework that allow for coordinating social and individual perspectives. This expansion involves four different constructs: disciplinary practices, classroom mathematical practices, individual participation in mathematical activity, and mathematical conceptions that individuals bring to bear in their mathematical work. We illustrate these four constructs for making sense of students' mathematical progress using data from an undergraduate mathematics course in linear algebra.
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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A