id: 05945746
dt: j
an: 2011e.00295
au: Jankvist, Uffe Thomas
ti: Anchoring students’ metaperspective discussions of history in
mathematics.
so: J. Res. Math. Educ. 42, No. 4, 346-385 (2011).
py: 2011
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C73 C74 C53 C54
ut: video technology; discourse analysis; focus groups; student attitudes;
secondary education; classroom interaction; interviews; discussion;
history; algebra; interaction; academic discourse
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=JRME2011-07-346a&from=B
ab: Summary: The article discusses an empirical study on the use of history (as
a goal) in mathematics education. A historical module was designed and
implemented in a Danish upper secondary class to study how students’
discussions of metaperspective issues of the historical development of
mathematics may be anchored in the taught and learned subject matter of
the module. Based on videos of the implementation (in particular of one
focus group of students), students’ hand-in essay assignments,
mathematical exercises, questionnaires, and follow-up interviews, the
question addressed is how such anchoring may be accomplished and/or
ensured and in what ways it may occur. Using described theoretical
constructs, 4 different levels regarding anchoring of the students’
metaperspective discussions are identified (nonanchored, anchored
comments, arguments, and discussions). (Contains 30 footnotes and 2
figures.) (ERIC)
rv: