Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12164/71
Title: From primitive knowing to formalising: The role of student-to-student questioning in the development of mathematical understanding
Other Titles: From primitive knowing to formalizing: The role of student-to-student questioning in the development of mathematical understanding
Authors: Warner, Lisa B.
Schorr, Roberta Y.
Issue Date: 2004
Publisher: North American Chapter of the International Group for the Psychology of Mathematics Education
Citation: Warner, L.B. & Schorr, R. Y. (2004). From primitive knowing to formalising: The role of student-to-student questioning in the development of mathematical understanding. In D. McDougall & J.A. Ross (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Building Connections Between Communities, Toronto, Ontario, 2, 429-437.
Abstract: In this paper, we examine the development of inner city middle school students’ ideas and the student-to-student interactions and questions that contribute to this development within the context of the Pirie/Kieren model. We analyze data collected from an inquiry oriented, problem based mathematics class in which students were repeatedly challenged to explain their thinking to each other, and defend and justify all solutions. In this instance, we document how one student was able to move from primitive knowing to formalising. Further, we note that this student (and her classmates) were able to use this knowledge several months later when solving a structurally similar problem.
Description: This paper was presented at the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education in Toronto, Ontario.
URI: http://hdl.handle.net/20.500.12164/71
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