The study is based on interview tasks, and focuses on how effective these are for supporting the development of critical sense. In this paper, we report on a pilot study, which explored the approaches to graphing shown by some student teachers, using critical sense as an important element. In addition, the school graphing activities are not simply a continuation of solving mathematical problems outside school (Ainley, 2000 Gal, 2002 Adler, forthcoming). The relationship between ‘everyday knowledge’ and ‘school knowledge’ is a complex issue because in the ‘school context’ the practices are neither enquiry activities (as mathematicians’ or statisticians’ actions), nor ordinary reader activities (as citizens’ reading print media).
Therefore, the utilization of resources from out-of- school practices produces an important challenge for teachers, because the recontextualisation processes are complicated and sometimes contradictory. Mathematical activity in school is by necessity neither an everyday activity nor the activity of the mathematician. Nevertheless, Adler (forthcoming) argues that the resources in and for school mathematics are drawn from both academic and everyday mathematical practices. Unusual and sometimes misleading graphical presentations, which occur in print media, might be excellent examples to motivate and challenge students. Watson (in press) argues that teachers are enthusiastic about using newspaper articles containing significant mathematical content as pedagogic resources.
other different skills, including those linked with the development of critical sense in graphing.
0 kommentar(er)
