Abstract
In this report we advance the methodological and theoretical networking for documenting
individual and collective mathematical progress. In particular, we draw together two approaches,
Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of
these two approaches builds on prior analysis of grade 8 students working on probability problems
to highlight the compatibility among the epistemic actions that ground each approach and drive the
respective methodologies. The significance of this work lies in its contribution to coordinating what
might otherwise be viewed as separate and distinct methodologies.
individual and collective mathematical progress. In particular, we draw together two approaches,
Abstraction in Context (AiC) and Documenting Collective Activity (DCA). The coordination of
these two approaches builds on prior analysis of grade 8 students working on probability problems
to highlight the compatibility among the epistemic actions that ground each approach and drive the
respective methodologies. The significance of this work lies in its contribution to coordinating what
might otherwise be viewed as separate and distinct methodologies.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) |
| Editors | Thérèse Dooley, Ghislaine Gueudet |
| Place of Publication | Dublin, Ireland |
| Publisher | DCU Institute of Education and ERME |
| Pages | 2692-2699 |
| Number of pages | 8 |
| ISBN (Print) | 9781873769737 |
| State | Published - 2017 |
| Event | The Tenth Congress of the European Society for Research in Mathematics Education - Dublin, Ireland Duration: 1 Feb 2017 → 5 Feb 2017 Conference number: 10 |
Conference
| Conference | The Tenth Congress of the European Society for Research in Mathematics Education |
|---|---|
| Country/Territory | Ireland |
| City | Dublin |
| Period | 1/02/17 → 5/02/17 |