Habermas' Construct of Rationality in the Analysis of the Mathematical Problem-Solving Process

Autor/inn/en	Urhan, Selin; Bülbül, Ali
Titel	Habermas' Construct of Rationality in the Analysis of the Mathematical Problem-Solving Process
Quelle	In: Educational Studies in Mathematics, 112 (2023) 1, S.175-197 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urhan, Selin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10188-8
Schlagwörter	Abstract Reasoning; Mathematics Skills; Problem Solving; College Students; Mathematical Models; Equations (Mathematics); Epistemology; Prior Learning; Rote Learning; Definitions; Theories; Geometry; Algebra; Mathematics Activities; Thinking Skills + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Collegestudent; Mathematical model; Mathematisches Modell; Equations; Mathematics; Gleichungslehre; Erkenntnistheorie; Vorkenntnisse; Mechanisches Lernen; Begriffsbestimmung; Theory; Theorie; Geometrie; Denkfähigkeit
Abstract	Our study aims to determine how Habermas' construct of rationality can serve to identify and interpret the difficulties experienced by university students in the mathematical problem-solving process. To this end, a problem which required modelling and solving a differential equation was used. The problem-solving processes of university students were analysed based on rationality components. The findings demonstrated that the problems in epistemic rationality such as predominance of the figure over the definition and/or theorems, use of dogmatic knowledge, intuitive generalizations, lack of prior knowledge, incorrect recognition of the differential equation prevented the choosing and using of an appropriate problem-solving method, leading to problems in teleological rationality. It was determined that the student performance in communicative rationality was negatively affected by problems in epistemic rationality such as using of knowledge acquired by rote and predominance of figure prototype on the definitions and/or theorems. Throughout the analysis, it is required to define two new sub-components, named "geometric" and "algebraic" representation under the modelling requirements of epistemic rationality. It is advised to use the extended version of Habermas' construct of rationality to examine the performance of students in mathematical activities to get more detailed and accurate results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01