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Making Mathematical Ideas for Themselves: Student-Generated Processes for Understanding in High School Mathematics

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


While understanding mathematical ideas has been well-articulated from researchers’ perspectives, supporting students’ mathematical learning benefits from the incorporation of the voices of students. The constructivist grounded theory study reported in this presentation describes how grade 12 students generated and expressed their processes for understanding mathematical ideas within a didactic context. The framework, 'Student-Generated Processes for Understanding Mathematics' illuminates the interrelationships of four processes: breaking down, putting together, connecting, and writing down. Students’ use of these processes contributed to an increased understanding of mathematical procedures and empowered them in reforming their identity as capable mathematical learners.