A Re-emergent Analysis of Early Algebraic Learning

Authors

Steven Boyce
Diana Moss

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