GROWTH IN GEOMETRIC JOINT ROUTINES DURING MIDDLE-SCHOOL PEER INTERACTION

Naama Ben-Dor, Einat Heyd-Metzuyanim

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

In this paper, we draw on the commognitive framework to explore types of mathematical growth during middle-school geometry peer interaction. Comparing students’ routines when working apart with their joint routines when working together, we identified four types of mathematical growth. Three types were object-level growth: applicability, refinement, and flexibility. One type was a meta-level growth consisting of a shift from a configural/visual procedure to a deductive one. Our study pinpoints the types of mathematical learning that can be achieved during peer interaction and shows the ways in which they can occur. Specifically, the study shows how different types of growth can be achieved by students building on their partner’s procedure in different ways.

Original languageEnglish
Title of host publicationProceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Pages65-72
Number of pages8
StatePublished - 2021
Event44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online
Duration: 19 Jul 202122 Jul 2021

Publication series

NameProceedings of the International Group for the Psychology of Mathematics Education
Volume2

Conference

Conference44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021
CityVirtual, Online
Period19/07/2122/07/21

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

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