Exploring Informal Mathematical Products of Low Achievers at the Secondary School Level

Autor/inn/en	Karsenty, Ronnie; Arcavi, Abraham; Hadas, Nurit
Titel	Exploring Informal Mathematical Products of Low Achievers at the Secondary School Level
Quelle	In: Journal of Mathematical Behavior, 26 (2007) 2, S.156-177 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2007.05.003
Schlagwörter	Low Achievement; Foreign Countries; Mathematics Instruction; Teaching Methods; Secondary Education; Educational Strategies; Mathematics Materials; Mathematics Achievement; Measurement Techniques; Student Evaluation; Israel + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Lehrstrategie; Mathematische Tafel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messtechnik; Schulnote; Studentische Bewertung
Abstract	This article examines the notion of informal mathematical products, in the specific context of teaching mathematics to low achieving students at the secondary school level. The complex and relative nature of this notion is illustrated and some of its characteristics are suggested. These include the use of ad-hoc strategies, mental calculations, idiosyncratic ideas, everyday rather than mathematical language, non-symbolic explanations, visual justifications and common-sense based reasoning. The main argument raised in the article concerns the challenge of valuing informal mathematical products, created by low achievers, and using them within the mathematics classroom as means for advancing such students. The data draws from several research and design projects conducted in Israel since 1991. Selected examples of students' products, gathered from low-track mathematics classrooms involved in these projects, are presented and analyzed. The analyses highlight various features of such products, and portray the possible gains of teaching approaches that legitimize, and build onwards from, informal products of low achievers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10