What Distinguishes Mathematical Experience from Other Kinds of Experience
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Investigating students’ lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students’ experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students’ own characterizations of what const i- tutes mathematics because these characterizations could be limite d to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students’ operations mental actions org a- nized as objects within structures so that they can be acted upon. Teachers’ and researc h- ers’ models of these operations and structures can be used as a launching point for unde r- standing students’ experiences of mathematics. Teaching experiments and clinical inte r- views provide a means for the teacher research er to infer students’ available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.
Abstract
Investigating students’ lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students’ experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students’ own characterizations of what const i- tutes mathematics because these characterizations could be limite d to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students’ operations mental actions org a- nized as objects within structures so that they can be acted upon. Teachers’ and researc h- ers’ models of these operations and structures can be used as a launching point for unde r- standing students’ experiences of mathematics. Teaching experiments and clinical inte r- views provide a means for the teacher research er to infer students’ available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.
참고문헌 (21)
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