Discursive Positionings and Emotions in Modelling Activities

Autor/in	Daher, Wajeeh
Titel	Discursive Positionings and Emotions in Modelling Activities
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 8, S.1149-1164 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1031836
Schlagwörter	Mathematical Models; Mathematics Instruction; Emotional Response; Teaching Methods; Learner Engagement; Grade 7; Group Dynamics; Group Activities; Student Behavior; Foreign Countries; Observation; Interviews; Video Technology; Israel + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Gruppendynamik; Gruppenaktivität; Student behaviour; Schülerverhalten; Ausland; Beobachtung; Interviewing; Interviewtechnik
Abstract	Mathematical modelling is suggested as an activity through which students engage in meaningful mathematics. In the current research, the modelling activity of a group of four seventh-grade students was analysed using the discursive analysis framework. The research findings show that the positionings and emotions of the group members during their participation in the modelling activity changed as the activity proceeded. Overall, it can be said that three of the four group members acted as insiders, while the fourth acted as an outsider, and only, towards the end of the group's work on the activity, he acted as an insider. Moreover, the research findings point at four factors that affected the group members' positionings and emotions during the modelling activity: the member's characteristics, the member's history of learning experiences, the activity characteristics and the modelling phases. Furthermore, the different positionings of the group members in the different modelling phases were accompanied by different emotions experienced by them, where being an insider and a collaborator resulted in positive emotions, while being an outsider resulted in negative emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01