Perspectives and Problem Solving in an Algebra Classroom

Abstract

Perspective theory, an extension and generalization of schema theory, adapts the notion of perspective from psycholinguistics to capture the cognitive and interactional creativity in reasoning and problem solving. This poster applies perspective theory to two problem solving episodes of classroom mathematical discourse. The episodes illustrate the negotiation of differing perspectives, participants' commitment to perspective and demonstrate how perspectival constructions can be interactively achieved. Characteristics of task and positioning may encourage participation in exploratory perspectival construction.