Teacher’s Actions to Promote Students’ Justifications

Detalhes bibliográficos
Autor(a) principal: Mata-Pereira, Joana
Data de Publicação: 2018
Outros Autores: Ponte, João Pedro da
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/36252
Resumo: Justification is a mathematical reasoning process that relies on concepts, properties or mathematical ideas and, in certain situations, particular cases, being a fundamental part of the proof. The teacher needs to promote justification in the classroom, as it is essential to the development of students’ mathematical knowledge. This study aims to understand how a set of design principles regarding tasks and teacher’s actions contributes to enhance students’ justifications in whole-class mathematical discussions and to understand what kinds of justifications emerge in those discussions. The intervention, part of a design-based research, occurs in a grade 7 class of an experienced teacher, in nine classes about linear equations. The data collection includes classroom observations (video and audio recorded) and a logbook. Data analysis considers a set of design principles, a conceptual framework for teacher actions, and a conceptual framework for student justifications. The results show that certain sequences of teacher actions based on the design principles allow students to present quite complete justifications based on logical coherence and mathematical aspects of the situation.
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spelling Teacher’s Actions to Promote Students’ JustificationsAções do Professor para Promover Justificações dos AlunosMathematical reasoningJustificationTeacher's actionsDesign based researchJustification is a mathematical reasoning process that relies on concepts, properties or mathematical ideas and, in certain situations, particular cases, being a fundamental part of the proof. The teacher needs to promote justification in the classroom, as it is essential to the development of students’ mathematical knowledge. This study aims to understand how a set of design principles regarding tasks and teacher’s actions contributes to enhance students’ justifications in whole-class mathematical discussions and to understand what kinds of justifications emerge in those discussions. The intervention, part of a design-based research, occurs in a grade 7 class of an experienced teacher, in nine classes about linear equations. The data collection includes classroom observations (video and audio recorded) and a logbook. Data analysis considers a set of design principles, a conceptual framework for teacher actions, and a conceptual framework for student justifications. The results show that certain sequences of teacher actions based on the design principles allow students to present quite complete justifications based on logical coherence and mathematical aspects of the situation.Universidade Luterana do BrasilRepositório da Universidade de LisboaMata-Pereira, JoanaPonte, João Pedro da2019-01-04T12:01:15Z20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/36252engMata-Pereira, J., & Ponte, J. P. (2018). Teacher’s actions to promote students’ justifications. Acta Scientiae, 20(3), 487-505. doi: https://doi.org/10.17648/acta.scientiae.v20iss3id39101517-4492 (Print)https://doi.org/10.17648/acta.scientiae.v20iss3id3910info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:32:43Zoai:repositorio.ul.pt:10451/36252Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:50:31.503287Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Teacher’s Actions to Promote Students’ Justifications
Ações do Professor para Promover Justificações dos Alunos
title Teacher’s Actions to Promote Students’ Justifications
spellingShingle Teacher’s Actions to Promote Students’ Justifications
Mata-Pereira, Joana
Mathematical reasoning
Justification
Teacher's actions
Design based research
title_short Teacher’s Actions to Promote Students’ Justifications
title_full Teacher’s Actions to Promote Students’ Justifications
title_fullStr Teacher’s Actions to Promote Students’ Justifications
title_full_unstemmed Teacher’s Actions to Promote Students’ Justifications
title_sort Teacher’s Actions to Promote Students’ Justifications
author Mata-Pereira, Joana
author_facet Mata-Pereira, Joana
Ponte, João Pedro da
author_role author
author2 Ponte, João Pedro da
author2_role author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Mata-Pereira, Joana
Ponte, João Pedro da
dc.subject.por.fl_str_mv Mathematical reasoning
Justification
Teacher's actions
Design based research
topic Mathematical reasoning
Justification
Teacher's actions
Design based research
description Justification is a mathematical reasoning process that relies on concepts, properties or mathematical ideas and, in certain situations, particular cases, being a fundamental part of the proof. The teacher needs to promote justification in the classroom, as it is essential to the development of students’ mathematical knowledge. This study aims to understand how a set of design principles regarding tasks and teacher’s actions contributes to enhance students’ justifications in whole-class mathematical discussions and to understand what kinds of justifications emerge in those discussions. The intervention, part of a design-based research, occurs in a grade 7 class of an experienced teacher, in nine classes about linear equations. The data collection includes classroom observations (video and audio recorded) and a logbook. Data analysis considers a set of design principles, a conceptual framework for teacher actions, and a conceptual framework for student justifications. The results show that certain sequences of teacher actions based on the design principles allow students to present quite complete justifications based on logical coherence and mathematical aspects of the situation.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-01-01T00:00:00Z
2019-01-04T12:01:15Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/36252
url http://hdl.handle.net/10451/36252
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Mata-Pereira, J., & Ponte, J. P. (2018). Teacher’s actions to promote students’ justifications. Acta Scientiae, 20(3), 487-505. doi: https://doi.org/10.17648/acta.scientiae.v20iss3id3910
1517-4492 (Print)
https://doi.org/10.17648/acta.scientiae.v20iss3id3910
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Luterana do Brasil
publisher.none.fl_str_mv Universidade Luterana do Brasil
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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