1. Emotional interactions of high achieving students in mathematical argumentation: The case of Jasmine
- Author
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Hess-Green, Rachel, Heyd-Metzuyanim, Einat, Hazzan, Orit, Technion - Israel Institute of Technology [Haifa], University of Pittsburgh (PITT), Pennsylvania Commonwealth System of Higher Education (PCSHE), Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, and Naďa Vondrová
- Subjects
Emotion ,students ,[SHS.EDU]Humanities and Social Sciences/Education ,[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] ,mathematical argumentation ,interaction - Abstract
International audience; The study of emotional aspects of interaction may tell us much about the social norms and the meta-mathematical rules according to which participants act during their mathematical activity. To illustrate this idea, we present the case of Jasmine, a 16-year-old student participating in a summer camp intended for exceptionally high achieving students in mathematics. Through a commognitive analysis of the interaction between Jasmine and her instructor (the first author), we examine the implicit metarules of discourse according to which the two participants acted and that, at a certain point, led to Jasmine's frustrated disengagement from the discussion. Adding the concept of " framing " shows that this episode could be characterized by the student and instructor's " misaligned frames " .
- Published
- 2015