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DC Field | Value | Language |
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dc.contributor.author | Gutierrez, Jose | |
dc.date.accessioned | 2020-01-08T21:55:49Z | |
dc.date.accessioned | 2020-01-09T14:08:03Z | - |
dc.date.available | 2020-01-08T21:55:49Z | |
dc.date.available | 2020-01-09T14:08:03Z | - |
dc.date.issued | 2010-06 | |
dc.identifier.citation | Gutierrez, J. (2010). "I don't know—I'm just genius!": Distinguishing Between the Process and the Product of Student Algebraic Reasoning. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 905-912). Chicago IL: International Society of the Learning Sciences. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/icls2010.1.905 | |
dc.identifier.uri | https://repository.isls.org//handle/1/2772 | - |
dc.description.abstract | This paper reports on a semiotic-cultural analysis of two high-school minority seniors' participation in a mathematics instructional intervention conducted at a school for academically at- risk students. Focusing on the students' speech acts, gestures, and artifact production during their successful collaborative engagement in an algebraic pattern-finding task, I adopt and adapt Radford's (2003) framework to evaluate the quality of each student's actual learning as implicated by their discursive contributions. By analyzing each student's utterances as either "to" a semiotic mode (generalization) or just "in" the mode, and then overlaying these coded utterances, I show how one student's participation, which appears to mark a developing algebraic command, in fact blinds the teachers to underlying discontinuity in the student's meaning construction. The study illuminates critical tradeoffs in the design and facilitation of collaborative problem solving. | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences (ISLS) | en_US |
dc.title | "I don't know—I'm just genius!": Distinguishing Between the Process and the Product of Student Algebraic Reasoning | en_US |
dc.type | Full Papers | en_US |
Appears in Collections: | ICLS 2010 |
Files in This Item:
File | Size | Format | |
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905-912.pdf | 292.07 kB | Adobe PDF | View/Open |
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