id: 06434176
dt: a
an: 2015c.00911
au: Goizueta, Manuel; Mariotti, Maria Alessandra; Planas, Núria
ti: Validating in the mathematics classroom.
so: Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
3. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 169-176
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: M10 D50 D30
ut: modeling; problem solving; validation
ci:
li:
ab: Summary: The focus of this report is on the process of resolution of a
task; specifically, on the validation of the mathematical model
proposed by a group of students and the numerical result that is
constructed within this model. Habermas’ construct of rational
behavior is used to describe validity conditions that emerge and are
used by the students as means for validation. We take a classroom
episode from a design experiment to examine how the emergence of these
conditions points to a socially constituted mathematical epistemology
in the secondary school mathematics classroom, to shared and tacit
principles of the didactic contract concerning the knowledge there, and
to non-mathematical references that are taken for granted.
rv: