Exploring Relationships Between Students’ Individual Ways of Reasoning and Normative Ways of Reasoning

John Gruver

Ayuda

Exploring Relationships Between Students’ Individual Ways of Reasoning and Normative Ways of Reasoning

Gruver, John ^[1]
1. [1] Michigan Technological University
  
  Michigan Technological University
  
  City of Houghton, Estados Unidos
Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 16, Nº. 4, 2022 (Ejemplar dedicado a: (Julio, 2022)), págs. 365-382
Idioma: inglés
DOI: 10.30827/pna.v16i4.22454
Títulos paralelos:
- Explorando relaciones entre formas individuales de razonamiento de los estudiantes y formas de razonamiento normativas
Enlaces
- Texto completo (pdf)
Resumen
- español
  A través de la lente de la perspectiva emergente (Cobb y Yackel, 1996), este estudio examinó la naturaleza y el grado de variación en las formas de razonar de los individuos a partir de formas de razonar que fueron aceptadas los integrantes del aula. Se entrevistó a siete estudiantes universitarios después de haber participado en debates en el aula. A diferencia de otros estudios que han examinado esta relación, las formas de razonamiento de los individuos fueron cualitativamente diferentes a las formas de razonamiento aceptadas. Esto sugiere que incluso si los estudiantes participan activamente en el discurso de la clase donde se consideran, debaten y refinan las ideas de los estudiantes, es posible que no desarrollen los objetivos conceptuales principales de la unidad. Como tal, defiendo que la relación entre la naturaleza de las interacciones sociales en las que participan los estudiantes y su razonamiento posterior necesita más estudio, si los educadores van a apoyar con éxito el aprendizaje de los estudiantes
- English
  Through the lens of the emergent perspective (Cobb & Yackel, 1996), this study examined the nature and extent of variation in individuals’ ways of reasoning from ways of reasoning that were accepted by a classroom community. This was done by interviewing seven undergraduate students after they had participated in classroom discussions. In contrast to other studies that have examined this relationship, the individuals’ ways of reasoning were qualitatively different from the accepted ways of reasoning. This suggests that even if students actively participate in classroom discourse where students’ ideas are considered, debated, and refined, they may not meet the major conceptual goals of the unit. As such, I argue that the relationship between the nature of social interactions students participate in and their subsequent reasoning needs further study, if educators are going to successfully support student learning.
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