Literaturnachweis - Detailanzeige
Autor/inn/en | Tuohilampi, Laura; Nieminen, Juuso Henrik; Beswick, Kim |
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Titel | From Logical Causations to Likely Connections |
Quelle | In: For the Learning of Mathematics, 43 (2023) 1, S.24-29 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0228-0671 |
Schlagwörter | Logical Thinking; Problem Solving; Grade 7; Researchers; Interpersonal Relationship; Student Attitudes; Educational Theories; Intuition; Video Technology; Validity; Ethics; Task Analysis; Cooperative Learning; Mathematics Instruction; English (Second Language); Second Language Learning; Holistic Approach Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Educational theory; Theory of education; Bildungstheorie; Gültigkeit; Ethik; Aufgabenanalyse; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Holistischer Ansatz |
Abstract | When a Year 7 student physically reacted to a prompt of another student by anxiously drumming the desk with his ruler, exclaiming "uuuuhh", the initial thought of the observing researcher, Laura, was: "this is an interesting account". This started a reflective journey of first applying robust research methodologies to the episode the authors initially saw as a linear, logical system, then slowly developing understanding of the complexity of the interaction, as well as their position as complex observers of a complex entity. Thus, the journey evolved into a second-order complexity narrative (the complex entity being the first-order, the complex observer being the second order; Tsoukas & Hatch, 2001) that they tell here. In this article, the authors explain how exploring a complexity perspective helped them to make sense of a collaborative problem solving (CPS) situation that creates so much non-deterministic variation that it becomes irreducible to linear reasoning only. According to Bruner (1986), there are two modes of thinking: one that operates on logic to justify arguments and seek truths, and another that builds up a narrative and can inform about likely related accounts. The authors used both modes to analyse data that included the Year 7 student's reaction. They found out that seeing educational theories, as well as all the human and non-human agents involved as adding to the complexity of CPS research (Fenwick & Edwards, 2010) can provide tools to discuss intuitive interpretations and likely associations of what is present in the data. (ERIC). |
Anmerkungen | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |