From primitive knowing to formalising: The role of student-to-student questioning in the development of mathematical understanding

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.