Learning to Choose: A Case Study of Instructional Practices Supporting Development of Metarepresentational Competence (Poster 8)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Research in Mathematics Education

Abstract

This paper presents a qualitative case study of how one longtime elementary school teacher utilized instructional moves (Jacobs & Empson, 2016) to scaffold her students’ developing metarepresentational competence during mathematical problem-solving. Metarepresentational competence is the metacognitive knowledge and skills students use to select between multiple representations (diSessa, 2004). We analyzed sense-making moments (Schwarz et al., 2021) to examine how this teacher helped her students make sense of their representational selections while solving fractions equivalence problems. We also examined how her students responded to the provided instruction through their subsequent representational selections. Our findings unearth recommendations and directions for future research into instructional practices supporting students’ developing metarepresentational competence within the context of mathematics learning.

Authors

• Rosanne Lily Luu, University of Wisconsin - Madison

• Martina A. Rau, University of Wisconsin - Madison