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Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?
Linköping University.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2010 (English)In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 / [ed] Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, Institut National de Recherche Pédagogique , 2010, 1555-1564 p.Conference paper, Published paper (Refereed)
Abstract [en]

This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One account uses categories from a psychological and the other from a sociological perspective. The interpretations result in different explanations for the students' struggles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.

Place, publisher, year, edition, pages
Institut National de Recherche Pédagogique , 2010. 1555-1564 p.
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:ltu:diva-34345Local ID: 88590ef0-a92b-11df-a707-000ea68e967bISBN: 978-2-7342-1190-7 (electronic)OAI: oai:DiVA.org:ltu-34345DiVA: diva2:1007595
Conference
Congress of the European Society for Research in Mathematics Education : 28/01/2009 - 01/02/2009
Note
Godkänd; 2009; 20100816 (evajab)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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