A Re-emergent Analysis of Early Algebraic Learning
A Re-emergent Analysis of Early Algebraic Learning
复制标题
早期代数学习的重新分析
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Diana L. Moss
中科院分区：
文献类型：
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作者：
Steven Boyce;Diana L. Moss
在本文中，我们讨论了一种新的方法进行协作回顾性分析。一位研究者直接参与了一个课堂教学实验，在为期四周的代数教学单元与六年级学生的课堂互动中，采用了一种新兴的视角作为解释者-见证者。另一位研究者按时间顺序体验和分析数据。我们描述了如何重新出现的角度揭示了学生的早期代数推理方面。
In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students’ early algebraic reasoning.