Mathematical Caring Relations in Action

Autor/in	Hackenberg, Amy J.
Titel	Mathematical Caring Relations in Action
Quelle	In: Journal for Research in Mathematics Education, 41 (2010) 3, S.236-273 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Interaction; Interpersonal Relationship; Grade 6; Mathematics Instruction; Teacher Student Relationship; Constructivism (Learning); Algebra; Mathematical Logic; Middle School Students; Secondary School Mathematics; Emotional Response; Models; Rural Schools; Problem Solving; Georgia + Suchen Sie Ihr Suchwort? Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematical logics; Mathematische Logik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Emotionales Verhalten; Analogiemodell; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Problemlösen
Abstract	In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain "mathematical caring relations" (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student-teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student-teacher interaction can be viewed as a linked chain of perturbations; in student-teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers. (Contains 5 figures and 20 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10