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The nature of spontaneity in high quality mathematics learning experiences

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conference contribution
posted on 2004-01-01, 00:00 authored by Gaynor Williams
Spontaneity has been linked to high quality learning experiences in mathematics (Csikszentmihalyi & Csikszentmihalyi, 1992; Williams, 2002).This paper shows how spontaneity can be identified by attending to the nature of social elements in the process of abstracting (Dreyfus, Hershkowitz, & Schwarz, 2001). This process is elaborated through an illustrative example—a Year 8 Australian male student who scaffolded his learning by attending to images in the classroom that were intended for other purposes. Leon’s cognitive processing was not ‘observable’ (Dreyfus et al., 2001) in classroom dialogue because Leon ‘thought alone’. Post-lesson videostimulated reconstructive interviews facilitated study of Leon’s thought processes and extended methodological techniques available to study thinking in classrooms.

History

Event

Psychology of Mathematics Education. Conference (28th : 2004 : Bergen, Norway)

Pagination

433 - 440

Publisher

PME

Location

Bergen, Norway

Place of publication

Bergen, Norway

Start date

2004-07-14

End date

2004-07-18

ISSN

0771-100X

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2004, PME

Editor/Contributor(s)

M Hoines, A Fuglestad

Title of proceedings

PME 28 2004 : Inclusion and diversity : Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education

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