NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1063019
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1886-1350
Mathematical Meaning-Making and Its Relation to Design of Teaching
Jaworski, Barbara
PNA, v9 n4 p261-272 2015
This paper addresses the design of teaching to promote engineering students' conceptual understanding of mathematics, and its outcomes for mathematical meaning-making. Within a developmental research approach, inquiry-based tasks have been designed and evaluated, through the use of competencies proposed for their potential to promote conceptual learning. A sociocultural frame draws attention to interactions between different cultural elements to address challenges to teaching related to student perspectives and the mathematical meanings they develop. The paper recognizes tensions between design of inquiry-based practice and the outcomes of that practice, and demonstrates the need for new research to address mathematical meanings of a student community within a sociocultural frame.
Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A