Abstract
This conceptual paper proposes a model to describe the quality of student dialogue during participative collaborative problem solving. Drawing on the participation metaphor of learning, we argue that the construct of mathematical sophistication is useful to describe the quality. We then present two frameworks, mathematical competencies and mathematical practices, as ways to operationalise the construct in the collaborative problem-solving setting. We argue that by using a networking theories approach, the two frameworks will provide nuances of levels of mathematical sophistication that can be observed in student interaction. In addition, they could provide an analysis of both individual and group contributions to mathematical sophistication in a collaborative task setting. Implications of using two approaches for conceptualising mathematical sophistication for future mathematics education research and teaching practices are provided.
| Original language | English |
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| Title of host publication | Mathematics education research: impacting practice |
| Subtitle of host publication | Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | G. Hine, S. Blackley, A. Cooke |
| Place of Publication | Perth |
| Publisher | MERGA |
| Pages | 723-730 |
| Number of pages | 8 |
| Publication status | Published - 2019 |
| Externally published | Yes |
| Event | Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) - Curtin Unversity, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019 |
Conference
| Conference | Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) |
|---|---|
| Country/Territory | Australia |
| City | Perth |
| Period | 30/06/19 → 4/07/19 |