id: 06639327
dt: j
an: 2016f.00384
au: Kuzniak, Alain; Nechache, Assia; Drouhard, J.P.
ti: Understanding the development of mathematical work in the context of the
classroom.
so: ZDM, Math. Educ. 48, No. 6, 861-874 (2016).
py: 2016
pu: Springer, Berlin/Heidelberg
la: EN
cc: C70 K50 D70
ut: mathematical work; tools and instruments; mathematical working spaces;
probability
ci:
li: doi:10.1007/s11858-016-0773-0
ab: Summary: According to our approach to mathematics education, the optimal
aim of the teaching of mathematics is to assist students in achieving
efficient mathematical work. But, what does efficient exactly mean in
that case? And how can teachers reach this objective? The model of
Mathematical Working Spaces with its three dimensions ‒ semiotic,
instrumental, discursive ‒ allows us to address these questions in an
original way based on a multidimensional approach to the use of tools
and instruments and on the notion of complete mathematical work. The
Mathematical work is considered complete when a genuine relationship
exists between epistemological and cognitive aspects, and when the
three dimensions of the model are appropriately articulated. Two
teaching situations in probability for Grades 9 and 10 (age 14 and 15)
are used to illustrate how the model can help identify either
misunderstandings that are not acknowledged by the teacher, or complete
mathematical work despite some differences between intended and actual
work.
rv: