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ERIC Number: EJ1090243
Record Type: Journal
Publication Date: 2016-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: N/A
Making Implicit Metalevel Rules of the Discourse on Function Explicit Topics of Reflection in the Classroom to Foster Student Learning
Güçler, Beste
Educational Studies in Mathematics, v91 n3 p375-393 Mar 2016
Despite the existence of extensive literature on functions, fewer studies used sociocultural views to explore the development of student learning about the concept. This study uses a discursive lens to examine whether an instructional approach that specifically attends to particular metalevel rules in the mathematical discourse on functions supports students' learning of the concept in a postsecondary mathematics classroom. The findings suggest that such instruction has the potential to foster learning as indicated by the changes in the ways students talked about functions, and their awareness and modifications of the assumptions shaping their thinking about functions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A