From Logical Causations to Likely Connections

Autor/inn/en	Tuohilampi, Laura; Nieminen, Juuso Henrik; Beswick, Kim
Titel	From Logical Causations to Likely Connections
Quelle	In: For the Learning of Mathematics, 43 (2023) 1, S.24-29 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Logical Thinking; Problem Solving; Grade 7; Researchers; Interpersonal Relationship; Student Attitudes; Educational Theories; Intuition; Video Technology; Validity; Ethics; Task Analysis; Cooperative Learning; Mathematics Instruction; English (Second Language); Second Language Learning; Holistic Approach + Suchen Sie Ihr Suchwort? Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Educational theory; Theory of education; Bildungstheorie; Gültigkeit; Ethik; Aufgabenanalyse; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Holistischer Ansatz
Abstract	When a Year 7 student physically reacted to a prompt of another student by anxiously drumming the desk with his ruler, exclaiming "uuuuhh", the initial thought of the observing researcher, Laura, was: "this is an interesting account". This started a reflective journey of first applying robust research methodologies to the episode the authors initially saw as a linear, logical system, then slowly developing understanding of the complexity of the interaction, as well as their position as complex observers of a complex entity. Thus, the journey evolved into a second-order complexity narrative (the complex entity being the first-order, the complex observer being the second order; Tsoukas & Hatch, 2001) that they tell here. In this article, the authors explain how exploring a complexity perspective helped them to make sense of a collaborative problem solving (CPS) situation that creates so much non-deterministic variation that it becomes irreducible to linear reasoning only. According to Bruner (1986), there are two modes of thinking: one that operates on logic to justify arguments and seek truths, and another that builds up a narrative and can inform about likely related accounts. The authors used both modes to analyse data that included the Year 7 student's reaction. They found out that seeing educational theories, as well as all the human and non-human agents involved as adding to the complexity of CPS research (Fenwick & Edwards, 2010) can provide tools to discuss intuitive interpretations and likely associations of what is present in the data. (ERIC).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01