Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3935
Title: Supporting Students’ Reasoning with Inscriptions
Authors: Cortina, Jose Luis
Zhao, Qing
Cobb, Paul
McClain, Kay
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Cortina, J. L., Zhao, Q., Cobb, P., & McClain, K. (2004). Supporting Students’ Reasoning with Inscriptions. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 142-149). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: In this paper we look at how students can be supported to reason with a mathematical inscription system. We do so by analyzing several episodes from a classroom design experiment that centered on supporting middle school students' understanding of proportional relations in the context of measurement. We illustrate how the teacher orchestrated whole-class conversations that built on students' diverse ways of reasoning and how she used an inscription system to revoice their contributions. We explain that such efforts made it possible for students to start communicating and reasoning mathematically with the inscriptions.
URI: https://doi.dx.org/10.22318/icls2004.142
https://repository.isls.org//handle/1/3935
Appears in Collections:ICLS 2004

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