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Students' collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach.
- Source :
- Educational Studies in Mathematics; Jul2019, Vol. 101 Issue 3, p341-356, 16p
- Publication Year :
- 2019
-
Abstract
- In this paper, we take a semiotic/dialogic approach to investigate how a group of UK 12–13-year-old students work with hierarchical defining and classifying quadrilaterals. Through qualitatively analysing students' decision-making processes, we found that the students' decision-making processes are interpreted as transforming their informal/personal semiotic representations of "parallelogram" (object) to more institutional ones. We also found that students' decision-making was influenced by their inability to see their peers' points of view dialogically, i.e., requiring a genuine inter-animation of different perspectives such that there is a dialogic switch, and individuals learn to see the problem "as if through eyes of another," in particular collectively shared definitions of geometrical shapes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131954
- Volume :
- 101
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Educational Studies in Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 137228975
- Full Text :
- https://doi.org/10.1007/s10649-019-09892-9