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.
Boyce, Steven and Moss, Diana
"A Re-emergent Analysis of Early Algebraic Learning,"
The Mathematics Enthusiast: Vol. 16
, Article 21.
Available at: https://scholarworks.umt.edu/tme/vol16/iss1/21