Who is right? Theoretical analysis of representational activities

Michal Tabach, Boris Koichu

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

A theoretical discussion of possible connections between some non-conventional external
representations (i.e., textual tasks of a particular format) and their corresponding internal
representations (i.e., perceptions of these tasks by mathematics learners) is presented in this paper. Our goal is to analyze the interplay between external and internal representations in relation to nonconventional textual tasks of "who-is-right?" format. Such tasks involve a relatively long textual story introducing a situation that can be interpreted in (at least) two contradictory ways, which are explicitly given. The solvers of the task are required deciding which interpretation is correct and support their decision by an argument that would convince their peers. The presented theoretical analysis in terms of representations can serve as a tool for teachers and teacher educators in designing tasks specifically tailored to their students' needs.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
Place of Publicationthe Netherlands
Publisher Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages4593-4600
Number of pages8
ISBN (Print)9789073346758
StatePublished - 2019
Event The Eleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019
Conference number: 11

Conference

Conference The Eleventh Congress of the European Society for Research in Mathematics Education
Country/TerritoryNetherlands
CityUtrecht
Period6/02/1910/02/19

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