Learning to Represent, Representing to Learn

• In Event: Poster Session 20
  In Poster Session: Attitudes, Metacognition, and Problem Solving

Abstract

Mathematical practices, including representation, are an important part of mathematical proficiency. This study explores student learning with respect to the mathematical practice of representation. We describe how an exploratory algebra intervention for middle school students provided opportunities for students to participate in representation. Through a case study of three boys, we show that their written representations became more sophisticated over the five-week summer school course. Analysis of the boys' small group interactions during an extended problem-solving segment provided more dynamic evidence of their engagement in representation, including how the boys' representations influenced their collaborative problem-solving. The practice of representation facilitated further learning by supporting the boys' persistence and productive group work, suggesting that representation may be generative for students.

Authors

• Sarah Kate Selling, Stanford University

• Jo Boaler, University of Sussex