id: 06576072
dt: j
an: 2016c.00266
au: Hohensee, Charles
ti: Student noticing in classroom settings: a process underlying influences on
prior ways of reasoning.
so: J. Math. Behav. 42, 69-91 (2016).
py: 2016
pu: Elsevier, New York, NY
la: EN
cc: C73 E53 I23
ut: student noticing; focusing framework; emergent perspective; linear
functions; quadratic functions
ci:
li: doi:10.1016/j.jmathb.2016.03.002
ab: Summary: This study examines the degree to which individual and social
aspects of student noticing in classroom settings during new learning
influence students’ ways of reasoning about previously-encountered
concepts. Seventh- and eighth-grade students ($N=7$) participated in an
instructional unit on quadratic functions (the new concept) and
clinical pre- and post-interviews examined students’ ways of
reasoning about linear functions (the previously-encountered concept).
Qualitative analysis of the interview and classroom data revealed that
(a) five of seven students’ ways of reasoning on linear function
tasks were productively influenced from pre- to post-interview, and (b)
all seven students came to notice covariation during the quadratic
functions instructional unit by way of particular social processes.
Furthermore, the changes in ways of reasoning about linear functions
were conceptually connected to what students noticed about quadratic
functions. This study serves as a proof of concept that the process of
noticing during new learning about quadratic functions can be leveraged
to productively influence students’ ways of reasoning about linear
functions. This study could also serve as a model for how to enhance
instruction for other mathematics topics to similarly achieve
productive influences on ways of reasoning about previously-encountered
concepts.
rv: