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Finding new ways of informing iteration between lessons in a learning study: A case of algebraic reasoning
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.ORCID-id: 0000-0002-0252-7223
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.ORCID-id: 0000-0001-8549-9880
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The issue for this paper is lesson iteration informed by students’ responses to lesson design seen from the theoretical standpoint of learning activity in a learning study on a lesson framing algebraic reasoning.

A body of research (e.g.; Kieran, 2006; Lins & Kaput, 2004; Radford, 2010) suggests that there can be a problem if algebra is introduced from an arithmetic standpoint focusing on finding singelnumerical solutions to tasks.This can lead to students getting stuck in the arithmetical interpretation of algebraically problems and prevent them from using algebra as a tool for general mathematical understanding (e.g. Davydov, 2008; Kieran, 2006; Lins & Kaput, 2004; Radford, 2010).

Learning study can be understood as a lesson study with a focus on a specific object of learning and in combination with an explicit theory of learning (Elliot, 2012). Marton (2015) argues for any functional theory of learning but commonly variation theory is the theory used. During the last years learning activity (Davydov, 2008) has been tested as an alternative and/or complementary theoretical design tool when designing teaching in learning studies (Eriksson, 2017). One design principle when trying to establish a learning activity is that the teacher has to create a situation inviting students to theoretical work (Davydov, 2008). This situation needs to include fundamental aspects of the theoretical knowledge as well as evoke students’ curiosity and urge them to engage in a theoretical work (Eriksson & Jansson, 2017). One difficult act of balance for the teacher is to stage a situation that evokes the curiosity needed for the students to create their own problem/learning task instead of simply solving a teacher assignment.

In this project the data comes from a learning study in year 1 (age 7) with three lesson iterations. Tentative results indicate that small adjustments in lesson design made on the basis of learning activity generates both a higher degree of student reasoning and on a shift from numerical/arithmetical to algebraical conceptual tools. In the presentation we will provide examples of how learning activity has worked as a tool to improve the staging of a situation inviting the students to engage in algebraic reasoning.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
Algebraic thinking, Algebraic reasoning, Learning activity, Learning models
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-171423OAI: oai:DiVA.org:su-171423DiVA, id: diva2:1341021
Konferanse
World Association of Lesson Studies (WALS) International Conference, Beijing, China, 23-26 November, 2018
Prosjekter
Developing algebraic reasoning capability
Forskningsfinansiär
Swedish Institute for Educational Research, 2016/151Tilgjengelig fra: 2019-08-07 Laget: 2019-08-07 Sist oppdatert: 2019-09-25bibliografisk kontrollert

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