Learning to ‘deal’: A microgenetic case study of a struggling student’s representational strategies for partitive division

Carla Finesilver

Learning to ‘deal’: A microgenetic case study of a struggling student’s representational strategies for partitive division

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › peer-review

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Abstract

This paper focuses on the arithmetical understandings and behaviours of one fifteen-year old student with very low attainment in mathematics, as she worked on a sequence of scenario-based partitive division (sharing) tasks with individually-tailored verbal and visuospatial support. The student’s independent and co-created visuospatial representations of arithmetical structures, along with her verbal comments, were analysed qualitatively using a multimodal microgenetic approach. This paper focuses on three particular excerpts which illustrate the fundamentally componential nature of the concept and practice of division, some difficulties that may be experienced when modelling ‘sharing’ tasks, and the pedagogical importance of spatial structuring when a learner is moving between different kinds of representation.

Original language	English
Title of host publication	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Place of Publication	Utrecht, Netherlands
Publication status	Published - 6 Feb 2019

Keywords

visuospatial representation
multiplicative thinking
numeracy
low attainment
special education

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Learning to ‘deal’_FINESILVER_Accepted2019_GREEN AAMAccepted author manuscript, 508 KB

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Learning to ‘deal’: A microgenetic case study of a struggling student’s representational strategies for partitive division. / Finesilver, Carla.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, Netherlands, 2019.

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › peer-review

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Learning to ‘deal’: A microgenetic case study of a struggling student’s representational strategies for partitive division

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Keywords

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