A Re-emergent Analysis of Early Algebraic Learning

Authors

Steven Boyce, Portland State UniversityFollow
Diana Moss, Utah State University

Published In

Mathematics Enthusiast

Document Type

Citation

Publication Date

2019

Abstract

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.

Locate the Document

https://scholarworks.umt.edu/tme/vol16/iss1/21/

Persistent Identifier

https://archives.pdx.edu/ds/psu/30341

Citation Details

Boyce, Steven and Moss, Diana (2019) "A Re-emergent Analysis of Early Algebraic Learning," The Mathematics Enthusiast: Vol. 16 : No. 1 , Article 21.