TY: JOUR
T1 - La Fontaine and mathematics: Contributions for learning functions in the 8th grade
A1 - Machado, Ricardo
A1 - César, Margarida
N2 - In Portugal many students experience underachievement in mathematics. Facilitating
their access to school achievement and participation in mathematics? classes is important to
empower students. Collaborative practices play a mediation role in students? participation,
facilitating their access to mathematical knowledge and the development of abilities and
competencies. This study is from the Interaction and Knowledge project whose main aims
were studying and promoting collaborative work in formal educational scenarios. It lasted 12
years, included 69 mathematics teachers/researchers and more than 600 classes. We focus in an
8th grade class (N=21). The other participants were the teacher/researcher and two other
observers. Students worked collaboratively the whole year. Data were collected through
observation, students? protocols, an instrument to evaluate students? abilities and competencies,
questionnaires and instruments inspired in projective techniques. Data was treated through a
narrative content analysis from which inductive categories emerged. We focus in the analysis
of a mathematical task about functions, connecting literature and mathematics. The results
illuminate the importance of the nature of the task in students? engagement in mathematical
activities. They also illuminate how students can improve their performances in mathematics
classes through collaborative work.
UR - http://repositorio.ul.pt/handle/10451/6881
Y1 - 2012
PB - No publisher defined