Please use this identifier to cite or link to this item:
Title: Beyond Analogy: Qualitative Dimensions of Comparing in Math Class
Authors: White, Sarah L
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: White, S. L. (2018). Beyond Analogy: Qualitative Dimensions of Comparing in Math Class. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Comparisons have been shown to be effective for improving students' understanding of mathematical concepts and procedures. The evidence for the effectiveness of comparisons has primarily come from laboratory experiments on analogy and analogy-based interventions in math classrooms rather than investigations of naturalistic math classrooms. As a result, the qualitative aspects of comparisons that may be important for the effectiveness of comparisons have been understudied. This paper describes preliminary research on qualitative dimensions of comparisons. Analysis of video-recordings of a math classroom resulted in identification of 244 naturally occurring comparisons that were coded along five dimensions. Two dimensions related to the ambiguity of comparisons and a system for representing such ambiguity are extensively discussed herein. Potential effects of ambiguity of comparisons on learning are outlined.
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
235.pdf227.91 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.