A conceptual model of mathematical reasoning for school mathematics
| Autor: | Doris Jeannotte, Carolyn Kieran |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Reasoning system
Adaptive reasoning 4. Education General Mathematics 05 social sciences Conceptual model (computer science) 050301 education Verbal reasoning Education Qualitative reasoning Mathematics education 0501 psychology and cognitive sciences Automated reasoning 0503 education Curriculum 050104 developmental & child psychology Analytic reasoning |
| Zdroj: | Educational Studies in Mathematics. 96:1-16 |
| ISSN: | 1573-0816 0013-1954 |
| DOI: | 10.1007/s10649-017-9761-8 |
| Popis: | The development of students’ mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on anasynthesis (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR. |
| Databáze: | OpenAIRE |
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