id: 06134938
dt: j
an: 2013a.00440
au: Matteson, Shirley; Capraro, Mary Margaret; Capraro, Robert M.; Lincoln,
Yvonna S.
ti: Extricating justification scheme theory in middle school mathematical
problem solving.
so: Investig. Math. Learn. 5, No. 1, 38-62 (2012).
py: 2012
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: D53
ut: problem solving; problem solving strategies; justification scheme
ci: ME 1998d.02581
li:
ab: Summary: Twenty middle grades students were interviewed to gain insights
into their reasoning about problem-solving strategies using a problem
solving justification scheme as our theoretical lens and the basis for
our analysis. The scheme was modified from the work of {\it G. Harel}
and {\it L. Sowder} [in: Research in collegiate mathematics education.
III. American Mathematical Society, Providence, RI. 234‒283 (1998; ME
1998d.02581)] making it more broadly applicable and accounting for
research developments in the cognitive sciences. During cognitive
interviews, students reasoned about their solutions to four
contextualized problems. We used student interview excerpts to define
the four major categories of mechanistic, authoritarian, language, and
visual of the justification scheme and to elaborate on the various
sublevels. Analysis of cognitive interview transcripts revealed
combinations of justifications leading to both successful and
unsuccessful problem-solving strategies. The major difference between
these strategies was the ability to correctly select a representational
aspect of the problem that triggered a correct solution strategy.
rv: