Abstract
The aim of this article is to exemplify and discuss what teachers using learning activity
need to consider when planning and supporting students’ collective theoretical work
on algebraic expressions. Data are from two iteratively developed research lessons
in two grade 7 classes. The analysis focuses on students’ tool-mediated actions, the
mathematical content processed, how the content is dealt with, and on identifying
the crucial aspects that enable collective theoretical work. The result provides examples of how the content of the task, its design, and its tools, as well as the teacher’s and
students’ tool-mediated actions are crucial factors in the promotion of collective
theoretical work.
need to consider when planning and supporting students’ collective theoretical work
on algebraic expressions. Data are from two iteratively developed research lessons
in two grade 7 classes. The analysis focuses on students’ tool-mediated actions, the
mathematical content processed, how the content is dealt with, and on identifying
the crucial aspects that enable collective theoretical work. The result provides examples of how the content of the task, its design, and its tools, as well as the teacher’s and
students’ tool-mediated actions are crucial factors in the promotion of collective
theoretical work.
| Original language | English |
|---|---|
| Pages (from-to) | 29–52 |
| Number of pages | 24 |
| Journal | Nomad: Nordisk Matematikkdidaktikk |
| Volume | 26 |
| Issue number | 3-4 |
| Publication status | Published - Oct 2021 |
| MoE publication type | A1 Journal article-refereed |