When a Mathematical Connection Diverges

• In Event: AERA Poster Session 4
  In Poster Session: Mathematics Education Research Poster Session 1

Abstract

This study assesses what happens when a mathematical connection diverges during a geometry lesson. Individual and social aspects of student noticing coincided with the mathematical connection students made in a high school classroom. Results indicate that students do not always converge to the intended mathematical connections planned by the teacher. The discourse practices, features of the mathematical task, and the nature of the mathematical activity offered insights for the divergent connection made by students.

Author

• Jonathan Kyle Foster, University of Georgia - Athens