Abstraction in Context and Documenting Collective Activity

Michal Tabach; Chris Rasmussen; Tommy Dreyfus; Rina Hershkowitz

Abstraction in Context and Documenting Collective Activity

Michal Tabach
, Chris Rasmussen
, Tommy Dreyfus
, Rina Hershkowitz

Tel Aviv University, Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

In this report we advance the methodological and theoretical networking for documenting
individual and collective mathematical progress. In particular, we draw together two approaches,
Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of
these two approaches builds on prior analysis of grade 8 students working on probability problems
to highlight the compatibility among the epistemic actions that ground each approach and drive the
respective methodologies. The significance of this work lies in its contribution to coordinating what
might otherwise be viewed as separate and distinct methodologies.

Original language	English GB
Title of host publication	Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)
Editors	Thérèse Dooley, Ghislaine Gueudet
Place of Publication	Dublin, Ireland
Pages	2692-2699
Number of pages	8
State	Published - Feb 2017
Event	CERME10 - The Tenth Congress of the European Society for Research in Mathematics Education - Dublin city university, Dublin, Ireland Duration: 1 Feb 2017 → 5 Feb 2017

Conference

Conference	CERME10 - The Tenth Congress of the European Society for Research in Mathematics Education
Abbreviated title	CERME10
Country/Territory	Ireland
City	Dublin
Period	1/02/17 → 5/02/17

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https://hal.archives-ouvertes.fr/hal-01948869/documentLicense: Unspecified

Cite this

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title = "Abstraction in Context and Documenting Collective Activity",

abstract = "In this report we advance the methodological and theoretical networking for documenting individual and collective mathematical progress. In particular, we draw together two approaches, Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of these two approaches builds on prior analysis of grade 8 students working on probability problems to highlight the compatibility among the epistemic actions that ground each approach and drive the respective methodologies. The significance of this work lies in its contribution to coordinating what might otherwise be viewed as separate and distinct methodologies.",

author = "Michal Tabach and Chris Rasmussen and Tommy Dreyfus and Rina Hershkowitz",

year = "2017",

month = feb,

language = "الإنجليزيّة",

isbn = "9781873769737",

pages = "2692--2699",

editor = "Th{\'e}r{\`e}se Dooley and Ghislaine Gueudet",

booktitle = "Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)",

note = "CERME10 - The Tenth Congress of the European Society for Research in Mathematics Education ; Conference date: 01-02-2017 Through 05-02-2017",

}

Tabach, M, Rasmussen, C, Dreyfus, T & Hershkowitz, R 2017, Abstraction in Context and Documenting Collective Activity. in T Dooley & G Gueudet (eds), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). Dublin, Ireland, pp. 2692-2699, CERME10 - The Tenth Congress of the European Society for Research in Mathematics Education, Dublin, Ireland, 1/02/17. <https://hal.archives-ouvertes.fr/hal-01948869/document>

Abstraction in Context and Documenting Collective Activity. / Tabach, Michal; Rasmussen, Chris; Dreyfus, Tommy et al.
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). ed. / Thérèse Dooley; Ghislaine Gueudet. Dublin, Ireland, 2017. p. 2692-2699.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Abstraction in Context and Documenting Collective Activity

AU - Tabach, Michal

AU - Rasmussen, Chris

AU - Dreyfus, Tommy

AU - Hershkowitz, Rina

PY - 2017/2

Y1 - 2017/2

N2 - In this report we advance the methodological and theoretical networking for documenting individual and collective mathematical progress. In particular, we draw together two approaches, Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of these two approaches builds on prior analysis of grade 8 students working on probability problems to highlight the compatibility among the epistemic actions that ground each approach and drive the respective methodologies. The significance of this work lies in its contribution to coordinating what might otherwise be viewed as separate and distinct methodologies.

AB - In this report we advance the methodological and theoretical networking for documenting individual and collective mathematical progress. In particular, we draw together two approaches, Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of these two approaches builds on prior analysis of grade 8 students working on probability problems to highlight the compatibility among the epistemic actions that ground each approach and drive the respective methodologies. The significance of this work lies in its contribution to coordinating what might otherwise be viewed as separate and distinct methodologies.

UR - https://hal.archives-ouvertes.fr/CERME10

M3 - منشور من مؤتمر

SN - 9781873769737

SP - 2692

EP - 2699

BT - Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)

A2 - Dooley, Thérèse

A2 - Gueudet, Ghislaine

CY - Dublin, Ireland

T2 - CERME10 - The Tenth Congress of the European Society for Research in Mathematics Education

Y2 - 1 February 2017 through 5 February 2017

ER -

Abstraction in Context and Documenting Collective Activity

Abstract

Conference

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