The mathematics class as a mathematizing complex system
Ricks, Thomas Earl
MetadataShow full item record
In this study, I investigated three middle school mathematics classrooms from the complex perspective, a theoretical framework that redefines classrooms as potentially complex phenomena. A mathematics class can become a learning system when individual students form a collective mathematizing entity. Such entities parallel the type of communities mathematicians learn and work in. This perspective suggests that student learning can be augmented by attending more closely to cognizing classroom collectives. Questions abound, however, about how such complex entities emerge and are sustained. I selected and studied three classroom episodes that demonstrated complex formation through fine-grained videotape analysis. My study demonstrated the existence of mathematizing complex systems that jointly created mathematics and regulated themselvesÐÐall at the class level. I describe a variety of underlying principles for teacher action that provided for the emergence of mathematizing complex systems in these classes, although the method of each varied. Such research can help teachers and teacher educators augment individual learning in their own mathematics classrooms by occasioning similar collective behavior.
Showing items related by title, author, creator and subject.
Jones, Gloria Lynn (uga, 2009-05)Sixty-seven African American high school juniors in two high schools completed the Mathematics Anxiety Rating Scale for Adolescents (MARS-A), Mathematics Self-Efficacy Scale (MSES), and a demographic survey to assess ...
Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study Broderick, Shawn Dee (uga, 2013-08)The need for high quality teachers of school mathematics has never been greater. A call for high quality mathematics teachers in the United States was made recently with the publication of the Common Core State Standards ...
Singletary, Laura Marie (uga, 2012-08)In this descriptive study, I examined the kinds of mathematical connections three secondary mathematics teachers made in their teaching practice, and I explored the teachers’ beliefs about mathematics. For each teacher, ...