A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers
Schumacher, Jan
Rezat, Sebastian
Jankvist, Uffe Thomas
Van den Heuvel-Panhuizen, Marja
Veldhuis, Michiel
diagrammatic reasoning
hypothetical learning trajectory
induction extrapolatory method
integers
negative numbers
permanence principle
semiotics
In this paper, we first outline a Hypothetical Learning Trajectory (HLT), which aims at a formal understanding of the rules for manipulating integers. The HLT is based on task formats, which promote algebraic thinking in terms of generalizing rules from the analysis of patterns and should be familiar to students from their mathematics education experiences in elementary school. Second, we analyze two students' actual learning process based on Peircean semiotics. The analysis shows that the actual learning process diverges from the hypothesized learning process in that the students do not relate the different levels of the diagrams in a way that allows them to extrapolate the rule for the subtraction of negative numbers. Based on this finding, we point out consequences for the design of the tasks.
Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
2019
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https://ris.uni-paderborn.de/record/13107
Schumacher J, Rezat S. A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers. In: Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, eds. <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
eng
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