A Re-emergent Analysis of Early Algebraic Learning
In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students’ early algebraic reasoning.
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Boyce, Steven and Moss, Diana (2019) "A Re-emergent Analysis of Early Algebraic Learning," The Mathematics Enthusiast: Vol. 16 : No. 1 , Article 21.