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  • 1.
    Schindler, Maike
    et al.
    Örebro University, School of Science and Technology.
    Hußmann, Stephan
    International Conference on Industrial Engineering and Engineering Management (IEEM), Technische Universität Dortmund, Dortmund, Germany.
    Nilsson, Per
    Örebro University, School of Science and Technology.
    Bakker, Arthur
    Freudenthal Institute, Utrecht University, Utrecht, Netherlands.
    Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis2017In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 29, no 4, p. 471-492Article in journal (Refereed)
    Abstract [en]

    Negative numbers are among the first formalizations students encounter in their mathematics learning that clearly differ from out-of-school experiences. What has not sufficiently been addressed in previous research is the question of how students draw on their prior experiences when reasoning on negative numbers and how they infer from these experiences. This article presents results from an empirical study investigating sixth-grade students’ reasoning and inferring from school-based and out-of-school experiences. In particular, it addresses the order relation, which deals with students’ very first encounters with negative numbers. Here, students can reason in different ways, depending on the experiences they draw on. We study how students reason before a lesson series and how their reasoning is influenced through this lesson series where the number line and the context debts-and-assets are predominant. For grasping the reasoning’s inferential and social nature and conducting in-depth analyses of two students’ reasoning, we use an epistemological framework that is based on the philosophical theory of inferentialism. The results illustrate how the students infer their reasoning from out-of-school and from school-based experiences both before and after the lesson series. They reveal interesting phenomena not previously analyzed in the research on the order relation for integers. 

  • 2.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Schindler, Maike
    Örebro University, School of Science and Technology. Faculty of Human Sciences, University of Cologne, Cologne, Germany.
    An inferentialist account of students’ collaboration in mathematics education2019In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050XArticle in journal (Refereed)
    Abstract [en]

    Collaboration is an increasingly popular topic in mathematics education due to its potential to foster students’learning. The purpose of this article is to draw attention to the semantic philosophical theory of inferentialism and its value for investigating students’ collaboration. We suggest that Brandom’s inferentialism can serve as a valuable theoretical resource to overcome certain issues of existing theoretical view-points on student collaboration. In particular, we argue that inferentialism may help to understand the individual and social nature of collaboration as intertwined. We illustrate our inferentialist approach using data from two scenes taken from video-recorded group work sessions from a fifth and seventh grade primary school class in Sweden. The topic in both classes was data generation in statistics.

1 - 2 of 2
CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
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  • text
  • asciidoc
  • rtf