Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?
2010 (English)In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) / [ed] V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello, Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE , 2010, 1555-1564 p.Conference paper (Refereed)
This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One ac- count uses categories from a psychological and the other from a sociological per- spective. The interpretations result in different explanations for the students’ strug- gles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.
Place, publisher, year, edition, pages
Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE , 2010. 1555-1564 p.
mathematics education, theoretical perspective, interpretation
IdentifiersURN: urn:nbn:se:liu:diva-56840ISBN: 978-2-7342-1190-7OAI: oai:DiVA.org:liu-56840DiVA: diva2:322497
Sixth Congress of the European Society for Research in Mathematics Education