Teaching mathematics from the perspective of Mathematics as a discourse

Ripardo, Ronaldo Barros

doi:10.1590/1516-731320170040014

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…This process was iterative, as they went back and forth verifying their methods of calculation. This finding is consonant with Ripardo's (2017) proposal on the process of solving mathematical problems involving iteration.…”

Section: Individualized Communication and Mathematical Discourse In T...supporting

confidence: 83%

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

Zulu

Mudaly

2023

EURASIA J Math Sci Tech Ed

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This study explores how pre-service mathematics teachers (PMTs) in South Africa use visualization and self-discourse to solve mathematical problems. Visualization is known to enhance mathematics learning, while effective communication skills are critical for teaching and learning mathematics, especially in contexts, where the language of instruction may not be the first language of students or teachers. By understanding the visualization techniques and discursive properties employed by PMTs, insights can be gained into how to improve mathematics learning and teaching. The study is informed by the commognitive framework and uses qualitative data from a purposive sample of 10 PMTs who participated in a performance test and semi-structured interviews. The study found that PMTs rely on mental visualization for simpler mathematical problems but use both symbolic and iconic visual mediators for more complicated problems. The use of language to engage in self-discursive activity during problem-solving was found to be key for successful visualization.

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Section: Individualized Communication and Mathematical Discourse In T...supporting

confidence: 83%

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

Zulu

Mudaly

2023

EURASIA J Math Sci Tech Ed

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“…In this case, the procedures or steps used by students in completing the linear equation system were correct, but because the visual mediator made was not per the data displayed so that the result of the completion of the linear equation system could not be used as a mediator to make logical decision. This is supported by Ripardo (2017), who states that the visual mediator is a tool, while routine is a process, and endorsed narrative is the result of a discourse. Therefore, the role of the visual mediator is very crucial in discourse (Sfard, 2008), including discourse in decision making.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 94%

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

et al. 2022

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Background: Statistical reasoning plays an important role in decision making, as the latter requires the individual to be able to connect and relate various aspects and ideas. Objectives: This study aimed to describe the student's statistical reasoning process using a commognitive framework based on the task of making decisions. Design: This study used a qualitative approach with a descriptive exploratory design. Setting and Participants: Respondents in this study were students majoring in mathematics in the fourth and sixth semesters. There were 58 students involved; three of them were research subjects. Data collection and analysis: The authors gave students a task containing a question. The question had to do with choosing one out of six employees who were most successful at their jobs. Results: The findings in this study indicate two main aspects when carrying out the statistical reasoning process using a commognitive framework in making decisions: 1) the visual mediator created when representing data is the foundation for analysing and interpreting data. Visual mediators that were irrelevant to data had an impact on the emergence of ritualised routine, resulting in an illogical decision; 2) substantiations narrative, in the form of involving various aspects of decision making, and memorisation narrative, in the form of rules related to mathematical or statistical concepts in decision making, were tools to minimise the risks arising from the decisions made. Conclusions: Commognitive framework could be used as a tool when students carried out statistical reasoning process in making complex decisions. It was important to make a visual mediator matching the data display when students represented data.

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“…Tabach & Nachlieli (2011) argue that visual mediators used in communication often influence a person's ideas about what is being discussed and the chosen discursive action. Furthermore, Ripardo (2017) suggests that visual mediator is a tool and routine a process, whereas endorsed narrative is the outcome of a discourse.…”

Section: Informal Categorymentioning

confidence: 99%

Students’ Reasoning about Variability When Comparing Two Sets of Data from the Perspective of Commognitive

Rahmatina,

Nusantara,

Parta

et al. 2023

INT J INSTRUCTION

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This study aims to explore students' reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient's recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students' reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students' reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students' reasoning about variability. Further research can be carried out by assessing students' reasoning about the variability of various levels of education.

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Teaching mathematics from the perspective of Mathematics as a discourse

Cited by 4 publications

References 1 publication

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

Students’ Reasoning about Variability When Comparing Two Sets of Data from the Perspective of Commognitive

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