Difference between pages "Doorman, Drijvers, Gravemeijer, Boon, & Reed (2012)" and "Cobb & Yackel (1996)"

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imported>Raymond Johnson
(Created page with "{{Title|Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking}} __NOTOC__ * Authors: Michiel Doorman, Paul Drijvers, ...")
 
 
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{{Title|Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking}}
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
__NOTOC__
* Authors: [[Michiel Doorman]], [[Paul Drijvers]], [[Koeno Gravemeijer]], [[Peter Boon]], and [[Helen Reed]]
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: ''[[International Journal of Science and Mathematics Education]]''
* Journal: [[Educational Psychologist]]
* Year: 2012
* Year: 1996
* Source: http://link.springer.com/article/10.1007/s10763-012-9329-0 (open access)
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Abstract ==
==Abstract==
 
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.
The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a point of departure and the notions of emergent modeling and instrumentation as design heuristics, a potentially rich technology-intensive learning arrangement for grade 8 students was designed and field-tested. The results suggest that the relationship between tool use and conceptual development benefits from preliminary activities, from tools offering representations that allow for progressively increasing levels of reasoning, and from intertwinement with paper-and-pencil work.
 
== Outline of Headings ==
 
* Introduction
* Theoretical Framework
** The Concept of Function
** Emergent Modeling
** Tools and Instrumentation
* Methods
** Design Phase
** Teaching Experiments and Data Collection
** Analysis
* Results
** The Initial Cell Phone Offer Task: Organizing Calculations
** Introducing Arrow Chains: Visualize Functions
** Using the Computer Tool to Create Arrow Chains
** Using the computer tool to create reverse chains
** Whole-class Discussion Capitalizing on Hands-on Experience
** A Different View on Function
** Backing Up Case Study Findings
** Overview of the Findings
* Conclusion and Discussion
** Conclusion
** Discussion
 
== Also ==


==Cite==
;APA
;APA
: Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: From repeated calculations to functional thinking. ''International Journal of Science and Mathematics Education'', 10(6), 1243–1267. doi:10.1007/s10763-012-9329-0
: Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. ''Educational Psychologist'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
;BibTeX
;BibTeX
<pre>
<pre>
@article{Doorman2012,
@article{Cobb1996a,
author = {Doorman, Michiel and Drijvers, Paul and Gravemeijer, Koeno and Boon, Peter and Reed, Helen},
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1007/s10763-012-9329-0},
doi = {10.1080/00461520.1996.9653265},
journal = {International Journal of Science and Mathematics Education},
journal = {Educational Psychologist},
keywords = {emergent modeling,function concept,instrumentation,mathematics education,technology},
number = {3-4},
number = {6},
pages = {175--190},
pages = {1243--1267},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
title = {{Tool use and the development of the function concept: From repeated calculations to functional thinking}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
url = {http://link.springer.com/10.1007/s10763-012-9329-0},
volume = {31},
volume = {10},
year = {1996}
year = {2012}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:International Journal of Science and Mathematics Education]]
[[Category:Educational Psychologist]]
[[Category:2012]]
[[Category:1996]]
[[Category:Open Access]]
[[Category:Learning Sciences]]
[[Category:Realistic Mathematics Education]]
[[Category:Algebra]]
[[Category:Functions]]
[[Category:Technology]]

Latest revision as of 20:34, 29 May 2021

Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research

Abstract

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

Cite

APA
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
BibTeX
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}