TY - JOUR
T1 - Collective and Individual Mathematical Progress
T2 - Layering Explanations in the Case of the Sierpiński Triangle
AU - Dreyfus, Tommy
AU - Apkarian, Naneh
AU - Rasmussen, Chris
AU - Tabach, Michal
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
PY - 2023/12
Y1 - 2023/12
N2 - This paper presents methodology aimed at developing a rich understanding of the interplay of mathematical progress in the different social settings in which learning in inquiry-oriented classrooms occurs: individually; in small groups; and as a whole class. For this purpose, we enhance a theoretical-methodological approach of coordinating Documenting Collective Activity and the Recognizing-Building-Constructing model of Abstraction in Context that have been developed in earlier studies. We do this using an intact lesson on the area and perimeter of the Sierpiński triangle in a mathematics education master’s level course on Chaos and Fractals. The enhancement of the methodology allows integrating Collective and Individual Mathematical Progress (CIMP) by Layering the Explanations (LE) provided by the two approaches, and thus exhibits the complexity of learning processes in inquiry-oriented classrooms.
AB - This paper presents methodology aimed at developing a rich understanding of the interplay of mathematical progress in the different social settings in which learning in inquiry-oriented classrooms occurs: individually; in small groups; and as a whole class. For this purpose, we enhance a theoretical-methodological approach of coordinating Documenting Collective Activity and the Recognizing-Building-Constructing model of Abstraction in Context that have been developed in earlier studies. We do this using an intact lesson on the area and perimeter of the Sierpiński triangle in a mathematics education master’s level course on Chaos and Fractals. The enhancement of the methodology allows integrating Collective and Individual Mathematical Progress (CIMP) by Layering the Explanations (LE) provided by the two approaches, and thus exhibits the complexity of learning processes in inquiry-oriented classrooms.
KW - Classroom-Based Research
KW - Collective Mathematical Progress
KW - Individual Mathematical Progress
KW - Inquiry-Oriented Classroom
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U2 - 10.1007/s40753-022-00211-x
DO - 10.1007/s40753-022-00211-x
M3 - Article
AN - SCOPUS:85150636787
SN - 2198-9753
VL - 9
SP - 694
EP - 722
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 3
ER -