Developing young students’ meta-representational competence through integrated mathematics and science investigations

Joanne Mulligan, Lyn English

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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    Abstract

    This paper describes students’ developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children’s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students’ interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.
    Original languageEnglish
    Title of host publicationCurriculum in focus
    Subtitle of host publicationresearch guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsJudy Anderson, Michael Cavanagh, Anne Prescott
    Place of PublicationSydney
    PublisherMERGA
    Pages493-500
    Number of pages8
    ISBN (Print)9781920846275
    Publication statusPublished - 2014
    EventAnnual Conference of the Mathematics Education Research Group of Australasia (37th : 2014) - Sydney
    Duration: 29 Jun 20143 Jul 2014

    Conference

    ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (37th : 2014)
    CitySydney
    Period29/06/143/07/14

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    Bibliographical note

    Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/node/38?year=2014. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au

    Cite this

    Mulligan, J., & English, L. (2014). Developing young students’ meta-representational competence through integrated mathematics and science investigations. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 493-500). Sydney: MERGA.