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Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty
Örebro University, School of Science and Technology.ORCID iD: 0000-0002-4185-3208
Linnaeus University, Växjö, Sweden.
2017 (English)In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, Ireland: Institute of Education, Dublin City University, Ireland , 2017, p. 3740-3747Conference paper, Published paper (Refereed)
Abstract [en]

This study examines principles of task design concerning the concept of uncertainty in the area of statistics. A purpose is to promote and support students reasoning competency involving the aspects authority and responsibility. By using inferential role semantics as a background theory, we examine students' reasoning by means of how they show authority and responsibility for statements in the reasoning process. Statistical tasks where students generate and analyze their own data formed the basis for this pilot study conducted with seventh grade students in Sweden. The students were able to reflect on how their actions and consequences of their actions influence their reasoning with uncertainty. The study describes the findings, and presents principles to inform the design of innovative learning environments that promote authority and responsibility in reasoning in the domain of uncertainty.

Place, publisher, year, edition, pages
Dublin, Ireland: Institute of Education, Dublin City University, Ireland , 2017. p. 3740-3747
Keywords [en]
Design principles, uncertainty, responsibility, authority
National Category
Mathematics Didactics
Identifiers
URN: urn:nbn:se:oru:diva-76044ISI: 000467053304094ISBN: 978-1-873769-73-7 (print)OAI: oai:DiVA.org:oru-76044DiVA, id: diva2:1348369
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME10), Dublin, Ireland, February 1-5, 2017
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04Bibliographically approved
In thesis
1. Exploring student collaboration during Data Generation in the Statistics Classroom: An Inferentialist Perspective
Open this publication in new window or tab >>Exploring student collaboration during Data Generation in the Statistics Classroom: An Inferentialist Perspective
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation explores student collaboration during data generation in statistics. The first aim is to put the semantic theory of inferentialism to work and develop a theoretical lens for exploring student collaboration during data generation. The second is to use the previously developed inferentialist lens regarding collaboration to better understand data generation processes in the statistics classroom. Two studies were conducted in Swedish 5th and 7th grade classes. The first involved 7th-grade students collaboratively engaged in experimentation with paper helicopters and their flight durations. The second study involved 5th graders experimenting with paper frogs and their jump lengths. The analyses reveal that inferentialism is a meaningful perspective for exploring student collaboration. One salient theoretical contribution of this thesis is that the inferentialist concept of norms helps avoid the dichotomy between social and individual facets of collaboration and learning that have plagued research on collaboration. However, by using the inferentialism lens, the social and individual can be regarded in their intertwined and dynamic natures. The thesis also illustrates how the formulation of tasks, social conditions, and norms mutually condition students’ learning opportunities. It is also demonstrated that data generation processes can also involve conceptual learning opportunities. The results offer ideas concerning which classroom conditions and manners of formulating tasks may contribute to such conceptual learning opportunities

Abstract [sv]

I denna avhandling utforskas elevers samarbete under datagenerering i statistik. Avhandlingens första syfte är att operationalisera en semantisk teori, inferentialismen, och skapa en teoretisk lins för att utforska elevers samarbeten är de genererar data. Det andra syftet är att utnyttja denna inferentialistiska lins för att förstå datagenereringsprocessen i statistikklassrummet bättre. Två klassrumsstudier har genomförts. Elever i årskurs 7 fick arbeta tillsammans för att undersöka pappershelikoptrar och hur länge de kunde flyga. Elever i årskurs 5 fick samarbeta i ett experiment med pappersgrodor och undersöka hur långt de kunde hoppa. Analyserna visar att inferentialismen är ett värdefullt perspektiv för att utforska elevers samarbete. Ett framträdande teoretiska bidrag från denna avhandling är att det inferentialistiska sättet att konceptualisera normer kan användas för att undvika den dikotomi mellan individuellt och socialt perspektiv som har varit framträdande i tidigare forskning om samarbete i matematikklassrum. Genom att analysera samarbete med hjälp av inferentialistisk teori kan den dynamiska interaktionen mellan det individuella och det sociala undersökas i sin sammanflätade natur. Avhandlingen illustrerar också hur formulering av uppgifter, sociala villkor och normer tillsammans skapar förutsättningar för vilka begrepp som kommer i spel och därmed blir möjliga att lära sig. Det visas också att processen att generera data kan involvera begreppsliga lärandesituationer. Resultaten ger därför indikationer på vilka slags klassrumssituationer och vilka uppgiftsformuleringar som kan bidra till sådant konceptuellt lärande.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2019. p. 134
Series
Örebro Studies in Mathematics ; 1
Keywords
Inferentialism, Collaboration, Data generation, Statistics
National Category
Other Mathematics
Identifiers
urn:nbn:se:oru:diva-74660 (URN)978-91-7529-295-3 (ISBN)
Public defence
2019-09-27, Örebro universitet, Teknikhuset, Hörsal T, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-09-05Bibliographically approved

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Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10)

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Seidouvy, Abdel

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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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  • de-DE
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Output format
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