Participating in classroom mathematical practices

P. Cobb, M. Stephan, K. McClain, K.P.E. Gravemeijer

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    Abstract

    In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students’ diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research.
    Original languageEnglish
    Title of host publicationA journey in mathematics education research : insights from the work of Paul Cobb
    EditorsA. Sfard, K. Gravemeijer, E. Yackel
    Place of PublicationBerlin
    PublisherSpringer
    Pages117-163
    Number of pages246
    ISBN (Print)978-90-481-9728-6
    DOIs
    Publication statusPublished - 2011

    Publication series

    NameMathematics Education Library
    Volume48

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