Date of Award
1-1-2017
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Content Description
1 online resource (iii, xi, 184 pages) : illustrations (some color)
Dissertation/Thesis Chair
Alandeom Oliveira
Committee Members
Abbe Herzig, Caro Williams-Pierce
Keywords
Conception of Limits, Construction of Knowledge, Discourse, Vygotsky Space, Mathematics, Calculus, Group work in education, Learning
Subject Categories
Education | Science and Mathematics Education
Abstract
Observing a group discussion, it is not possible to infer an individual student’s understanding from the dialogue. When students discuss, they share their individual ideas to develop a collective understanding which in turn informs students’ individual understanding. Clarifying the relationship between collective and individual understanding provides insight into how individuals construct mathematical thinking. This study presented an embedded case study to answer three questions regarding the role discourse plays in student development of mathematical knowledge: (1) how individual students construct mathematical knowledge through discourse, (2) the nature of discourse which supports the development of mathematical knowledge, and (3) the relationship between the collective and individual students’ mathematical knowledge.
Recommended Citation
Rogers, Patterson, "Mathematics discourse and its relationship to the development of collective and individual student knowledge in the context of limits" (2017). Legacy Theses & Dissertations (2009 - 2024). 1932.
https://scholarsarchive.library.albany.edu/legacy-etd/1932