Abstract
This paper attempts to map a range of modes of mathematical reasoning
employed in classrooms from Germany, Hong Kong and the United States
taught by experienced teachers locally judged to be competent. Reasoning
here is used as an umbrella term for modes of justification within a range
of strategies that aim at making discursively available some elements of
mathematical practice. The significance of this analysis consists in the
attempt of describing modes of reasoning in a way that accommodates the
diversity of mathematical topics, achievement levels, curriculum
traditions and culturally sanctioned modes of interaction, rather than in the
outcome of the comparison itself.
employed in classrooms from Germany, Hong Kong and the United States
taught by experienced teachers locally judged to be competent. Reasoning
here is used as an umbrella term for modes of justification within a range
of strategies that aim at making discursively available some elements of
mathematical practice. The significance of this analysis consists in the
attempt of describing modes of reasoning in a way that accommodates the
diversity of mathematical topics, achievement levels, curriculum
traditions and culturally sanctioned modes of interaction, rather than in the
outcome of the comparison itself.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of British Congress of Mathematics Education, BCME - 8 |
| Place of Publication | Manchester |
| Publisher | British Society for Research into Learning Mathematics |
| Pages | 199-206 |
| Number of pages | 8 |
| Publication status | Published - 2014 |
Publication series
| Name | British Congress of Mathematics Education |
|---|---|
| Volume | 8 |
| ISSN (Electronic) | 1463-684 |