Script writing in the mathematics classroom

Imaginary conversations on the structure of numbers

Rina Zazkis, Dov Zazkis

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Script writing by learners has been used as a valuable pedagogical strategy and a research tool in several contexts. We adopted this strategy in the context of a mathematics course for prospective teachers. Participants were presented with opposing viewpoints with respect to a mathematical claim, and were asked to write a dialogue in which the characters attempted to convince each other of their point of view. They had to imagine and articulate fictional characters' reasoning, as well as design a potential pedagogical intervention. We outline what script writing revealed about the participants' understanding of the structure of natural and rational numbers and of mathematical argumentation, and discuss the affordances of this methodological tool in teacher education.

Original languageEnglish (US)
Pages (from-to)54-70
Number of pages17
JournalResearch in Mathematics Education
Volume16
Issue number1
DOIs
StatePublished - Jan 2014
Externally publishedYes

Fingerprint

conversation
mathematics
Prospective Teachers
Teacher Education
Affordances
classroom
Argumentation
teacher
argumentation
Natural number
Reasoning
dialogue
education
Strategy
Character
Context
Dialogue
Design

Keywords

  • prime factorisation
  • prime numbers
  • rational numbers
  • script writing

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

Script writing in the mathematics classroom : Imaginary conversations on the structure of numbers. / Zazkis, Rina; Zazkis, Dov.

In: Research in Mathematics Education, Vol. 16, No. 1, 01.2014, p. 54-70.

Research output: Contribution to journalArticle

@article{5d23233e3e524a4f8c9294c922b380a8,
title = "Script writing in the mathematics classroom: Imaginary conversations on the structure of numbers",
abstract = "Script writing by learners has been used as a valuable pedagogical strategy and a research tool in several contexts. We adopted this strategy in the context of a mathematics course for prospective teachers. Participants were presented with opposing viewpoints with respect to a mathematical claim, and were asked to write a dialogue in which the characters attempted to convince each other of their point of view. They had to imagine and articulate fictional characters' reasoning, as well as design a potential pedagogical intervention. We outline what script writing revealed about the participants' understanding of the structure of natural and rational numbers and of mathematical argumentation, and discuss the affordances of this methodological tool in teacher education.",
keywords = "prime factorisation, prime numbers, rational numbers, script writing",
author = "Rina Zazkis and Dov Zazkis",
year = "2014",
month = "1",
doi = "10.1080/14794802.2013.876157",
language = "English (US)",
volume = "16",
pages = "54--70",
journal = "Research in Mathematics Education",
issn = "1479-4802",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Script writing in the mathematics classroom

T2 - Imaginary conversations on the structure of numbers

AU - Zazkis, Rina

AU - Zazkis, Dov

PY - 2014/1

Y1 - 2014/1

N2 - Script writing by learners has been used as a valuable pedagogical strategy and a research tool in several contexts. We adopted this strategy in the context of a mathematics course for prospective teachers. Participants were presented with opposing viewpoints with respect to a mathematical claim, and were asked to write a dialogue in which the characters attempted to convince each other of their point of view. They had to imagine and articulate fictional characters' reasoning, as well as design a potential pedagogical intervention. We outline what script writing revealed about the participants' understanding of the structure of natural and rational numbers and of mathematical argumentation, and discuss the affordances of this methodological tool in teacher education.

AB - Script writing by learners has been used as a valuable pedagogical strategy and a research tool in several contexts. We adopted this strategy in the context of a mathematics course for prospective teachers. Participants were presented with opposing viewpoints with respect to a mathematical claim, and were asked to write a dialogue in which the characters attempted to convince each other of their point of view. They had to imagine and articulate fictional characters' reasoning, as well as design a potential pedagogical intervention. We outline what script writing revealed about the participants' understanding of the structure of natural and rational numbers and of mathematical argumentation, and discuss the affordances of this methodological tool in teacher education.

KW - prime factorisation

KW - prime numbers

KW - rational numbers

KW - script writing

UR - http://www.scopus.com/inward/record.url?scp=84893873760&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84893873760&partnerID=8YFLogxK

U2 - 10.1080/14794802.2013.876157

DO - 10.1080/14794802.2013.876157

M3 - Article

VL - 16

SP - 54

EP - 70

JO - Research in Mathematics Education

JF - Research in Mathematics Education

SN - 1479-4802

IS - 1

ER -