Encountering Proportional Reasoning During a Single Algebra Lesson: A Microgenetic Analysis
Anna L. V. Lundberg 1 *
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1 Department of Pedagogical, Curricular and Professional Studies, Gothenburg University, Gothenburg, SWEDEN* Corresponding Author

A correction notice for this article is published at:
Lundberg, A. L. V. (2022). Correction to Encountering Proportional Reasoning During a Single Algebra Lesson: A Microgenetic Analysis. International Electronic Journal of Mathematics Education, 17(3), em0693. https://doi.org/10.29333/iejme/12082

Abstract

This case study explores how 12-13-year-old students encounter proportional reasoning while working with geometric patterning tasks using concrete materials. The focus is on the students’ use of spontaneous concepts when first dealing with such patterns in the context of collaborative work. Based on video recordings of a single lesson, a microgenetic analysis was performed to identify students’ learning trajectories, starting with students familiarizing themselves with pattern structure, followed by engagement in proportional reasoning, and ending with students perceiving a new technique to handle a situation where proportional reasoning did not suffice. While some student groups were able to move along the whole trajectory, most groups, when facing challenges, regressed to simpler techniques. The results provide new insights into students’ learning trajectories, which can be used to support students’ progress in the context of student-teacher interaction.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 1, Article No: em0673

https://doi.org/10.29333/iejme/11571

Publication date: 18 Jan 2022

Article Views: 725

Article Downloads: 501

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