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ERIC Number: ED630144
Record Type: Non-Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Enacted Task Characteristics: Setting an Infrastructure for Students' Quantitative Reasoning
Altindis, Nigar; Raja, Waleed Ashraf
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021)
In this study, we explored enacted task characteristics (ETCs) that supported students' quantitative reasoning (QR). We employed a design-based methodology; we conducted a teaching experiment with eight secondary school students. Through ongoing and retrospective analyses, we identified ETCs which supported students' quantitative reasoning. The ETCs can set the infrastructure for students' QR when students are: (a) identifying changing attributes of the tasks or situations, (b) coordinating the change among quantities, and (c) making generalizations about quantitative relationships. ETCs play an important role in development of students' meaningful understanding when tasks are designed with focus on quantitative reasoning and representational fluency. [For the complete proceedings, see ED630060.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A