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Justifications-on-demand as a device to promote shifts of attention associated with relational thinking in elementary arithmetic

[PDF] Molina_MasonFINAL.pdf (235.9Kb)
Identificadores
URI: http://hdl.handle.net/10481/23912
ISSN: 1492-6156
ISSN: 1942-4051
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Autor
Molina González, Marta; Mason, John
Editorial
Taylor and Francis
Materia
Forms of attention
 
Number sentences
 
Relational thinking
 
Fecha
2009
Referencia bibliográfica
Molina, M. y Mason, J. Justifications-on-demand as a device to promote shifts of attention associated with relational thinking in elementary arithmetic. Canadian Journal of Science, Mathematics and Technology Education, 9(4): 224-242 (2009). [http://hdl.handle.net/10481/23912]
Patrocinador
This study was funded by a Spanish national project of Research, Development and Innovation, identified by the code SEJ2006-09056, financed by the Spanish Ministry of Sciences and Technology and FEDER funds.
Resumen
Student responses to arithmetical questions that can be solved by using arithmetical structure can serve to reveal the extent and nature of relational, as opposed to computational thinking. Here, student responses to probes which require them to justify-on-demand are analysed using a conceptual framework which highlights distinctions between different forms of attention. We analyse a number of actions observed in students in terms of forms of attention and shifts between them: in the short-term (in the moment), medium-term (over several tasks), and long-term (over a year). The main factors conditioning students´ attention and its movement are identified and some didactical consequences are proposed.
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