Araştırma Makalesi
Yıl 2024,
Cilt: 11 Sayı: 1, 178 - 197, 01.01.2024
Öz
Kaynakça
- Argün, Z., Arıkan, A., Bulut, S., & Halıcıoğlu, S. (2020). Temel matematik kavramların künyesi [Tags of basic mathematical concepts]. Ankara: Palme Publications.
- Baccaglini-Frank, A. (2021). To tell a story, you need a protagonist: How dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse. Educational Studies in Mathematics, 106(2), 291–312. https://doi.org/10.1007/s10649-020-10009-w
- Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. London, UK: Sage Publications.
- Emre-Akdoğan, E., Güçler, B., & Argün, Z. (2018). The development of two high school students’ discourses on geometric translation in relation to the teacher’s discourse in the classroom. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1605–1619. doi:10.29333/ejmste/84885
- Heyd-Metzuyanim, E., Elbaum-Cohen, A., & Tabach, M. (2022). The aRithmetic discourse profile as a tool for evaluating students’ discourse according to the ritual to explorative continuum. Proceedings of CERME 12¬ – Twelfth Congress of the European Society for Research in Mathematics, Bolzen-Bolzano: Italy. Retrieved from https://hal.archives-ouvertes.fr/hal-03811304v2
- Heyd-Metzuyanim, E., & Graven, M. (2016). Between people-pleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics, 91(3), 349-373. doi:10.1007/s10649-015-9637-8
- Heyd-Metzuyanim, E., & Graven, M. (2019). Rituals and explorations in mathematical teaching and learning: Introduction to the special issue. Educational Studies in Mathematics, 101(2), 141–151. https://doi.org/10.1007/s10649-019-09890-x
- Heyd-Metzuyanim, E., & Shabtay, G. (2019). Narratives of ‘good’ instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM, 51(3), 541–554. https://doi.org/10.1007/s11858-018-01019-3
- Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2019). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 101(2), 273–289. https://doi.org/10.1007/s10649-018-9849-9
- Heyd-Metzuyanim, E., Tabach, M., & Nachlieli, T. (2016). Opportunities for learning given to prospective mathematics teachers: Between ritual and explorative instruction. Journal of Mathematics Teacher Education, 19(6), 547–574. https://doi.org/10.1007/s10857-015-9311-1
- Lavie, I., & Sfard, A. (2019). How children individualize numerical routines: Elements of a discursive theory in making. Journal of the Learning Sciences, 28(4-5), 419–461. https://doi.org/10.1080/10508406.2019.1646650
- Lavie, I., Steiner, A., & Sfard, A. (2019). Routines we live by: From ritual to exploration. Educational Studies in Mathematics, 101(2), 153–176. https://doi.org/10.1007/s10649-018-9817-4
- Ministry of National Education [MoNE]. (2018). Secondary Mathematics Lesson (Grades 9, 10, 11 and 12) Curriculum. Ankara: Ministry of National Education.
- Nachlieli, T., & Katz, Y. (2017). Ritual vs. explorative classroom participation of pre-service elementary school mathematics teachers. Proceedings of CERME 10 – Tenth Conference of European Research in Mathematics Education, Dublin: Ireland. Retrieved from https://hal.archives-ouvertes.fr/hal-01949032
- Nachlieli, T., & Tabach, M. (2012). Growing mathematical objects in the classroom–The case of function. International Journal of Educational Research, 51-52, 10–27. https://doi.org/10.1016/j.ijer.2011.12.007
- Nachlieli, T., & Tabach, M. (2019). Ritual-enabling opportunities-to-learn in mathematics classrooms. Educational Studies in Mathematics, 101(2), 253–271. https://doi.org/10.1007/s10649-018-9848-x
- Nachlieli, T., & Tabach, M. (2022). Classroom learning as a deritualization process: The case of prospective teachers learning to solve arithmetic questions. The Journal of Mathematical Behavior, 65, 100930. https://doi.org/10.1016/j.jmathb.2021.100930
- Nardi, E. (2005). “Beautiful minds” in rich discourses: On the employment of discursive approaches to research in mathematics education. European Educational Research Journal, 4(2), 145–154. https://doi.org/10.2304/eerj.2005.4.2.7
- Nisa, Z., & Lukito, A., & Masriyah, M. (2021). Students mathematical discourse analysis by commognition theory in solving absolute value equation. Journal of Physics: Conference Series, 1808(1), 1–10. https://doi.org/10.1088/1742-6596/1808/1/012065
- Roberts, A., & le Roux, K. L. (2019). A commognitive perspective on Grade 8 and
- Grade 9 learner thinking about linear equations. Pythagoras, 40(1), 1–15. https://doi.org/10.4102/Pythagoras.V40i1.519
- Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.
- Sfard, A. (2017). Ritual for ritual, exploration for exploration or what the learners get is what you get from them in return. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning (pp. 39–63). London, UK: Routledge Publications.
- Sfard, A. (2020). Commognition. In S. Lerman (Eds.), Encyclopedia of mathematicseducation (pp. 95–101). London, UK: Springer Publications. https://doi.org/10.1007/978-3-030-15789-0
- Sfard, A., & Lavie, I. (2005). Why cannot children see as the same what grown-ups cannot see as different?—Early numerical thinking revisited. Cognition and Instruction, 23(2), 237–309. https://doi.org/10.1207/s1532690xci2302_3
- Tabach, M., & Nachlieli, T. (2016). Communicational perspectives on learning and teaching mathematics: Prologue. Educational Studies in Mathematics, 91(3), 299–306. https://doi.org/10.1007/s10649-015-9638-7
- Viirman, O., & Nardi, E. (2019). Negotiating different disciplinary discourses: biology students’ ritualized and exploratory participation in mathematical modeling activities. Educational Studies in Mathematics, 101(2), 233–252. https://doi.org/10.1007/s10649-018-9861-0
- Vygotsky, L.S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds), The collected works of L. S. Vygotsky (pp. 39–285). New York: Plenum Press.
- Wood, M. B. (2016). Rituals and right answers: Barriers and supports to autonomous activity. Educational Studies in Mathematics, 91(3), 327–348. https://doi.org/10.1007/s10649-015-9653-8
- Yin, R. K. (2018). Case study research: Design and methods. London, UK: Sage Publications.
Yıl 2024,
Cilt: 11 Sayı: 1, 178 - 197, 01.01.2024
Öz
The study is a qualitative case study that seeks to determine whether students’ mathematical discourses in solving polynomial inequalities are more ritualistic or explorative. A comprehensive analysis of students’ routines was conducted through the observations of what they said and did (write, draw, and so on) around task situations in a small group. This study’s participants were five 11th-grade students from a public high school. These participants were chosen using the maximum diversity method of sampling. The data for this study were obtained through small-group work. The small-group interactions lasted 80 minutes and were video-recorded with two cameras. The commognitive approach was used to analyze the student routines in this study. The criteria for analyzing routines were the performers’ agentivity /external authority, focus on the goal or the procedure, and flexibility. The findings of this study revealed that the students’ routines were neither purely ritualistic nor sheer explorative. Even those whose routines were ritualistic in all task situations thought about the procedure and asked logical questions about the task. In addition, the findings indicate that teachers can play an important role in encouraging students to engage in more exploratory mathematical discourse. This study contributes to the future research on students’ discourse in the context of inequality.
Anahtar Kelimeler
commognition mathematical dicourse routine rituals explorations polynomial inequalities
Kaynakça
- Argün, Z., Arıkan, A., Bulut, S., & Halıcıoğlu, S. (2020). Temel matematik kavramların künyesi [Tags of basic mathematical concepts]. Ankara: Palme Publications.
- Baccaglini-Frank, A. (2021). To tell a story, you need a protagonist: How dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse. Educational Studies in Mathematics, 106(2), 291–312. https://doi.org/10.1007/s10649-020-10009-w
- Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. London, UK: Sage Publications.
- Emre-Akdoğan, E., Güçler, B., & Argün, Z. (2018). The development of two high school students’ discourses on geometric translation in relation to the teacher’s discourse in the classroom. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1605–1619. doi:10.29333/ejmste/84885
- Heyd-Metzuyanim, E., Elbaum-Cohen, A., & Tabach, M. (2022). The aRithmetic discourse profile as a tool for evaluating students’ discourse according to the ritual to explorative continuum. Proceedings of CERME 12¬ – Twelfth Congress of the European Society for Research in Mathematics, Bolzen-Bolzano: Italy. Retrieved from https://hal.archives-ouvertes.fr/hal-03811304v2
- Heyd-Metzuyanim, E., & Graven, M. (2016). Between people-pleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics, 91(3), 349-373. doi:10.1007/s10649-015-9637-8
- Heyd-Metzuyanim, E., & Graven, M. (2019). Rituals and explorations in mathematical teaching and learning: Introduction to the special issue. Educational Studies in Mathematics, 101(2), 141–151. https://doi.org/10.1007/s10649-019-09890-x
- Heyd-Metzuyanim, E., & Shabtay, G. (2019). Narratives of ‘good’ instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM, 51(3), 541–554. https://doi.org/10.1007/s11858-018-01019-3
- Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2019). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 101(2), 273–289. https://doi.org/10.1007/s10649-018-9849-9
- Heyd-Metzuyanim, E., Tabach, M., & Nachlieli, T. (2016). Opportunities for learning given to prospective mathematics teachers: Between ritual and explorative instruction. Journal of Mathematics Teacher Education, 19(6), 547–574. https://doi.org/10.1007/s10857-015-9311-1
- Lavie, I., & Sfard, A. (2019). How children individualize numerical routines: Elements of a discursive theory in making. Journal of the Learning Sciences, 28(4-5), 419–461. https://doi.org/10.1080/10508406.2019.1646650
- Lavie, I., Steiner, A., & Sfard, A. (2019). Routines we live by: From ritual to exploration. Educational Studies in Mathematics, 101(2), 153–176. https://doi.org/10.1007/s10649-018-9817-4
- Ministry of National Education [MoNE]. (2018). Secondary Mathematics Lesson (Grades 9, 10, 11 and 12) Curriculum. Ankara: Ministry of National Education.
- Nachlieli, T., & Katz, Y. (2017). Ritual vs. explorative classroom participation of pre-service elementary school mathematics teachers. Proceedings of CERME 10 – Tenth Conference of European Research in Mathematics Education, Dublin: Ireland. Retrieved from https://hal.archives-ouvertes.fr/hal-01949032
- Nachlieli, T., & Tabach, M. (2012). Growing mathematical objects in the classroom–The case of function. International Journal of Educational Research, 51-52, 10–27. https://doi.org/10.1016/j.ijer.2011.12.007
- Nachlieli, T., & Tabach, M. (2019). Ritual-enabling opportunities-to-learn in mathematics classrooms. Educational Studies in Mathematics, 101(2), 253–271. https://doi.org/10.1007/s10649-018-9848-x
- Nachlieli, T., & Tabach, M. (2022). Classroom learning as a deritualization process: The case of prospective teachers learning to solve arithmetic questions. The Journal of Mathematical Behavior, 65, 100930. https://doi.org/10.1016/j.jmathb.2021.100930
- Nardi, E. (2005). “Beautiful minds” in rich discourses: On the employment of discursive approaches to research in mathematics education. European Educational Research Journal, 4(2), 145–154. https://doi.org/10.2304/eerj.2005.4.2.7
- Nisa, Z., & Lukito, A., & Masriyah, M. (2021). Students mathematical discourse analysis by commognition theory in solving absolute value equation. Journal of Physics: Conference Series, 1808(1), 1–10. https://doi.org/10.1088/1742-6596/1808/1/012065
- Roberts, A., & le Roux, K. L. (2019). A commognitive perspective on Grade 8 and
- Grade 9 learner thinking about linear equations. Pythagoras, 40(1), 1–15. https://doi.org/10.4102/Pythagoras.V40i1.519
- Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.
- Sfard, A. (2017). Ritual for ritual, exploration for exploration or what the learners get is what you get from them in return. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning (pp. 39–63). London, UK: Routledge Publications.
- Sfard, A. (2020). Commognition. In S. Lerman (Eds.), Encyclopedia of mathematicseducation (pp. 95–101). London, UK: Springer Publications. https://doi.org/10.1007/978-3-030-15789-0
- Sfard, A., & Lavie, I. (2005). Why cannot children see as the same what grown-ups cannot see as different?—Early numerical thinking revisited. Cognition and Instruction, 23(2), 237–309. https://doi.org/10.1207/s1532690xci2302_3
- Tabach, M., & Nachlieli, T. (2016). Communicational perspectives on learning and teaching mathematics: Prologue. Educational Studies in Mathematics, 91(3), 299–306. https://doi.org/10.1007/s10649-015-9638-7
- Viirman, O., & Nardi, E. (2019). Negotiating different disciplinary discourses: biology students’ ritualized and exploratory participation in mathematical modeling activities. Educational Studies in Mathematics, 101(2), 233–252. https://doi.org/10.1007/s10649-018-9861-0
- Vygotsky, L.S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds), The collected works of L. S. Vygotsky (pp. 39–285). New York: Plenum Press.
- Wood, M. B. (2016). Rituals and right answers: Barriers and supports to autonomous activity. Educational Studies in Mathematics, 91(3), 327–348. https://doi.org/10.1007/s10649-015-9653-8
- Yin, R. K. (2018). Case study research: Design and methods. London, UK: Sage Publications.
Toplam 31 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Research Articles |
| Yazarlar | |
| Erken Görünüm Tarihi | 26 Aralık 2023 |
| Yayımlanma Tarihi | 1 Ocak 2024 |
| Kabul Tarihi | 13 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 11 Sayı: 1 |
