Mathematical connections – a growing construct

Autores: Vesife Hatisaru
Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 3, 2024, págs. 585-589
Idioma: inglés
DOI: 10.1080/0020739X.2023.2283346
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Resumen
- Making mathematical connections has been an important issue in mathematics education for many years. That is partly because establishing connections between mathematical concepts, ideas or procedures enables students to know how to use them in variety of contexts, as well as to explain why they work (Kilpatrick et al., Citation2001). Mathematical connections can emerge, for example, when students undertake mathematical tasks or solve mathematical problems (García-García & Dolores-Flores, Citation2018). How they can be brought the surface has been an interest of many researchers. As a result, models or taxonomies have attempted to capture mathematical connections in student (or teacher) written texts or in the oral arguments that they generate.
  
  A model originated by Businskas (Citation2008) describing fine-grained mathematical connections contained in quadratic functions and equations has been used in many investigations in this field. An adaptation of this model is presented in ; the types of mathematical connections referred to are cited throughout.