### Abstract

The purpose of this article is to contribute to the dialogue about the notion of a d van c ed m a thematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus a d van c ed) because we emphasize the progression and evolution of students’ reasoning in relation to their previous activity. We also use the term a c tiv ity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. For these practices, we emphasize the changing nature of students’ mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

Original language | English (US) |
---|---|

Title of host publication | Advanced Mathematical Thinking: A Special Issue of Mathematical Thinking and Learning |

Publisher | Taylor and Francis |

Pages | 51-73 |

Number of pages | 23 |

ISBN (Print) | 9781315045955 |

DOIs | |

State | Published - Jan 1 2013 |

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### ASJC Scopus subject areas

- Social Sciences(all)

### Cite this

*Advanced Mathematical Thinking: A Special Issue of Mathematical Thinking and Learning*(pp. 51-73). Taylor and Francis. https://doi.org/10.4324/9781315045955

**Advancing mathematical activity : A practice-oriented view of advanced mathematical thinking.** / Rasmussen, Chris; Zandieh, Michelle; King, Karen; Teppo, Anne.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

*Advanced Mathematical Thinking: A Special Issue of Mathematical Thinking and Learning.*Taylor and Francis, pp. 51-73. https://doi.org/10.4324/9781315045955

}

TY - CHAP

T1 - Advancing mathematical activity

T2 - A practice-oriented view of advanced mathematical thinking

AU - Rasmussen, Chris

AU - Zandieh, Michelle

AU - King, Karen

AU - Teppo, Anne

PY - 2013/1/1

Y1 - 2013/1/1

N2 - The purpose of this article is to contribute to the dialogue about the notion of a d van c ed m a thematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus a d van c ed) because we emphasize the progression and evolution of students’ reasoning in relation to their previous activity. We also use the term a c tiv ity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. For these practices, we emphasize the changing nature of students’ mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

AB - The purpose of this article is to contribute to the dialogue about the notion of a d van c ed m a thematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus a d van c ed) because we emphasize the progression and evolution of students’ reasoning in relation to their previous activity. We also use the term a c tiv ity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. For these practices, we emphasize the changing nature of students’ mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

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M3 - Chapter

AN - SCOPUS:84925785842

SN - 9781315045955

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BT - Advanced Mathematical Thinking: A Special Issue of Mathematical Thinking and Learning

PB - Taylor and Francis

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