Establishing A Mathematical Community

Miriam Gerstein

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Establishing A Mathematical Community

In: Children's Reasoning While Building Fraction Ideas

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Miriam Gerstein

Miriam Gerstein
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Type:: Chapter

Pages:: 13–20

DOI:: https://doi.org/10.1007/9789463510080_003

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This chapter describes the representations and reasoning used by students to express their understanding of fraction ideas while building solutions to a set of tasks introduced during the first session of the research intervention. In addition to showcasing the foundational skill of building models using Cuisenaire rods to justify or reject the teacher’s or other students’ claims about appropriate number names for the rods, the chapter illustrates the importance of establishing sociomathematical norms (Yackel & Cobb, 1996) for the acceptability of solutions in the mathematics classroom. In this classroom, norms were immediately established that mandated clearly formed direct justifications that were agreed upon by all members of the community. In addition, the chapter demonstrates the importance of group interaction and ways that students can learn by constructing their own problems in an attempt to challenge their peers. The episodes in this chapter have been described previously (Steencken, 2001; Yankelewitz, 2009), and this chapter describes the reasoning used by the students during the session. This chapter references events from the analytic entitled “Establishing norms and creating a mathematical community,” located in the Video Mosaic Collaborative (http://dx.doi.org/doi:10.7282/T30C4XH9).

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Children's Reasoning While Building Fraction Ideas

Series: Mathematics Teaching and Learning, Volume: 3

E-Book ISBN:: 9789463510080

Publisher:: Brill

Print Publication Date:: 01 Jan 2017

Subjects
- Education
  - Children Education
  - Mathematics Education

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Children's Reasoning While Building Fraction Ideas

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