Advancing Mathematical Activity: A Practice-Oriented View of Advanced Mathematical Thinking

Autor/inn/en	Rasmussen, Chris; Zandieh, Michelle; King, Karen; Teppo, Anne
Titel	Advancing Mathematical Activity: A Practice-Oriented View of Advanced Mathematical Thinking
Quelle	In: Mathematical Thinking & Learning: An International Journal, 7 (2005) 1, S.51-73 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1207/s15327833mtl0701_4
Schlagwörter	Stellungnahme; Mathematics; Student Participation; Cognitive Development; Mathematics Education + Suchen Sie Ihr Suchwort? Mathematik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kognitive Entwicklung; Mathematische Bildung
Abstract	The purpose of this article is to contribute to the dialogue about the notion of advanced mathematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus advanced) because we emphasize the progression and evolution of students' reasoning in relation to their previous activity. We also use the term activity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. For these practices, we emphasize the changing nature of students' mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10