Volume
16
Issue
1-3
Abstract
In this paper, we discuss a novel approach for collaborative retrospective analysis. One researcher was directly involved in a classroom teaching experiment, adopting an emergent perspective as an interpreter-witness of classroom interactions during a four-week algebra instructional unit with sixth-grade students. The other researcher experienced and analyzed the data in reverse chronological order. We describe how this re-emergent perspective revealed aspects of students’ early algebraic reasoning.
First Page
409
Last Page
436
Recommended Citation
Boyce, Steven and Moss, Diana
(2019)
"A Re-emergent Analysis of Early Algebraic Learning,"
The Mathematics Enthusiast: Vol. 16
:
No.
1
, Article 21.
DOI: https://doi.org/10.54870/1551-3440.1466
Available at:
https://scholarworks.umt.edu/tme/vol16/iss1/21
Digital Object Identifier (DOI)
10.54870/1551-3440.1466
