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ERIC Number: EJ1255447
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
EISSN: N/A
Available Date: N/A
Contextual Problems as Conceptual Anchors: An Illustrative Case
Research in Mathematics Education, v22 n1 p3-21 2020
One argument for the use of contexts in mathematics instruction has been that contexts can serve as anchors that support students in understanding and recalling mathematical ideas. Evidence of this anchoring role occurring in standard classroom settings, however, is lacking. This case study of a single high school classroom using a contextual problem-based curriculum provides evidence that for one particular focal student, a contextual problem did function as an anchor; the student recalled contextual elements of the problem to make sense of subsequent problems. Through analysis of lesson transcripts, actions taken by the teacher are categorised into an initial typology of moves hypothesised to support students in leveraging the anchoring potential of contextual problems.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A